L5+Reynolds,+Allison

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Allison Reynolds **__Lesson #:__** 5 **__Facet:__** Empathy
 * __ Grade Level __**** : ** High school **__Numbers of Days:__** 2
 * __ Topic: __** Real world rates


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** rates of the "real world" subjects can be solved with linear, quadratic, and exponential equations


 * Student will know ** linear and exponential equations, rates, y=mx+b, standard, difference in equations, identify situations, rates in and out of the classroom.


 * Student will be able to do ** consider the types of rates related to the different professions


 * Product: ** Podcast


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Common Core State Standards Content Area: Functions Grade level: High School Domain: Linear, Quadratic, and Exponential Models Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. Standard: 1: Distinguish between situations that can be modeled with linear functions and with exponential functions.


 * Rationale: ** This lesson shows that linear equations and exponential equations are different in the real world based on where they are used in careers outside of the classroom.


 * __ Assessments __**

Students will be given a graphic organizer to arrange their career choices. The organizer will be an ice cream cone with the first choice as the first scoop, the second on the second, and so on down. During instruction, students will be sitting in a circle and will one by one say what they want to be when they grow up. By checking on everyone individually, the teacher can see where the students are and each student has a chance to speak.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will have a check list to complete for the project. The students can use the check list to see if they have completed all the steps for the project and how well they have done. The teacher will be using the same checklist to judge how much the student has done. The teacher will also be periodically checking in with students to see where they are in the interview and how the interview went. This will allow the teacher to see the progress of the project with the student. This also gives the student quick feedback right then and there to consider.
 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __** The summative assessment piece of this lesson is the Podcast that will be turned in at the end of the lesson. An interview a professional that used exponential equations in his/her career will be conducted in this assignment. Students will need to do research on careers that use exponential equations. Students will hopefully find a career they are somewhat interested in so when they interview the professional they learn new things about the career. Students will have a set of questions to answer with the professional and record the answers in an audio file. The file can be a radio broadcast, a news clip, or anything creative. The recording will then be created into a podcast and published online for others to hear.


 * __ Integration __**
 * Technology: ** The technology students will be working with is a Podcast. The Podcast is an audio recording that is designed to be more structured like a talk show, radio show, presentation, or other areas of that nature. Podcasts are meant to be shared and listened to on the internet.


 * Content Areas: **

Science: Students can find professions in the science world. They can find rates and equations in science. Career planning: Classes that are focused on career and life planning will benefit from this lesson. This is getting students to think of future plans relative to a certain subject area. English: Students will be speaking and interviewing a professional, which is a strong English assignment.

The graphic organizer is a place for students to record the career choices they would like to interview for in the mathematical world. Each person will fill out their own, individually, then will meet as a group after filling it out. Students will then share one career and why and go around the circle. This way, students can hear new ideas or share a similar interest in others. Students will also speak one by one to respect the future decisions of others and to hear the group. This Red Robin style of calling on each person will allow the individual time for the students but the collaborative feeling of the group.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

The project will be done individually for the recording. The peer sessions will happen while brainstorming and hearing the other careers. Students can also help each other post and edit the podcasts that will be created.
 * Section II – Groups and Roles for Product **
 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal-Linguistic: ** Students will be conducting an interview and relying on how they ask the questions, how to respond to answers, and coming up with a flow to the conversation to make it sound like a real interview.


 * Visual/Spatial: ** Students have the option to do a video conference and record the video as well as the audio. Then, they can post the podcast but have the video record of what happened during the interview.


 * Bodily/Kinesthetic: ** Students can go on site to the job where the professional uses these equations. That way, the student can also be part of how they are used and still record the interview.


 * Musical/Rhythmic: ** Students can create a song that talks about the interview while using clips of the interview as "quotes" for the piece. The students would have to know how to keep the speaker's voice in tempo with the song and make it flow.


 * Intrapersonal: ** Students will be meeting new people to talk to and keep a conversation with. These students will be using their social skills to keep the interview engaging and entertaining for both the students and the professionals.


 * Naturalist : ** Students have the opportunity to find careers that deal with natures that work with these equations. They can go on site as well so they can be in nature as well as doing the assignment about nature.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: ** Students who are absent from my class on any day will need to let me know as soon as they can that they are missing class. This will help me prepare and for you to get work earlier. If this is not an option, we will work with the time we have. Students can look at the class wiki on what they missed that day. There will be some notes, an assignment list, and any links needed for future assignments. The information given in class will not be on the wiki, so please contact a classmate for the notes. Students will be given one extra class period to catch up on all work missed. Students who are not able to meet with a professional because of a missed day will need to either find a new person to interview or contact me immediately. We will work together to figure out who to interview. All other assignments after the days missed will be expected to be turned in on time as well. Please see me with any questions. Each situation is different and accommodations will be made accordingly.


 * __ Extensions __**


 * Type II technology: ** The Type II technology the class will be using a podcast. This is a recording of a talk, discussion, debate, or interview that can be edited then posted and shared. This will be able to be access by anyone because it is posted on the internet.


 * Gifted Students: ** Students who are looking or in need of a challenge can do a variety of things. Depending on the person and the career choice, a job shadow day maybe able to be arranged for students who have shown a high interest in that area. If a job shadow day could not be arranged, students can research the colleges, apprenticeships, or programs that offer this career. They will research what they will need to know in order to do this career. They will see even more how much hard work, and the real life applications, this career has. Students also have the chance to make a video out of the conference, create a song based on the podcast, or even go to site. All of these options are available to all students who may want or need them.

// Graphic organizers // // checklist // //audio recording software// //homework assignment// //content notes// //textbook for homework if available// //computer access for everyone// //whiteboard// //markers// //list of professions and contacts for professionals.//
 * __ Materials, Resources and Technology __**

[] Solving for exponential equations
 * __ Source for Lesson Plan and Research __**

[] great site for students to have access to for practicing all kinds of math.

[] real world applications for exponential equations.

[] Shows examples of real world applications as well as the formulas. Walks through the process of solving with the equations.

[] video explanation of solving these equations.

[] notes on exponential equations involving logarithms.

[] Practice solving all sorts of equations

[] Only practice problems with logarithms, regular, and word problems.

[] Rules of Logs and natural logs.

[] This is an interactive website that allows students to put their answers into the website to see if they got them correct. Although it only has 5 questions, it is more practice for the students.

[] Excellent website on how to set up and solve linear equations from a word problem. Students can read through all the different set up examples and then the step-by-step solutions given.

http://www.eduplace.com/graphicorganizer/pdf/icecream.pdf Graphic organizer for the lesson

http://audioboo.fm/ audioboo to upload the podcast to me.

http://internal.masd.k12.wi.us/cms/0.Classroom.Connections/Documents/AudioBoo-Getting-Started.pdf Tutorial for Audioboo


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Agenda: Day 1: (80 minutes) Homework : Get in contact with interviewer. Ask if they can call during class time next class. If not, set up a time to interview within the next 7 days. NOT CLASS DAYS.
 * Students will sit in the circle arranged in the room (1 minute)
 * Discussion of careers after school (10 minutes)
 * How some relate to mathematics (5 minutes)
 * Graphic organizer will be handed out and explained (2 minutes)
 * Work on career organizer (7 minutes)
 * Discuss list of careers relating to professions Round Robin (5 minutes)
 * Research on careers that use these equations (25 minutes)
 * Hand out check list of essential questions and discuss (2 minutes)
 * Brainstorm who to contact/professionals in the area (10 minutes)
 * Start talking about podcasting versus recording (10 minutes)
 * Last minute questions or concerns for the class (3 minutes)

Day 2: (80 minutes) Homework: Practice problems. Interview person within the next 5 days.
 * Start class by asking if everyone got a person to interview (2 minutes)
 * Find students people to interview if there are missing interviews (3 minutes)
 * Continue discussing recording and podcasts (20 minutes)
 * Explain edited versus non edited podcasts (5 minutes)
 * Introduce students to Audioboo (2 minutes)
 * Pass out Audio Boo tutorial and sign up for audio boo (5 minutes)
 * Play with Audio Boo while students submit information to me (18 minutes)
 * Students can take time to contact person via email again to confirm meeting (1 minute)
 * Have student tell me who they are interviewing and when by note (4 minutes)
 * Talk about expectations for the podcast (10 minutes)
 * Pass out homework and begin homework (7 minutes)
 * Final questions or thoughts before ending class (3 minutes)

Classroom setup: The seats will be arranged in a circle during the first day. The second day will return to the normal section of groups.

Student will understand that rates of the "real world" subjects can be solved with linear, quadratic, and exponential equations. // Distinguish between situations that can be modeled with linear functions and with exponential functions. //Now that students have considered more, unrealistic, situations where these equations can be used, students will consider the real life applications as well. Students will focus more on the professions and the opportunities to use these equations in our real world. The class will begin by discussing what they want to be when they grow up. This is not directed at schools, colleges, or programs after school. This is meant for students to consider what professions they would want to be part of after high school. Students will share these one at a time and learn each other's goals. Then the class will decide which ones are related to math and discuss why. While the class is discussing, I will be monitoring the level of respect in the room as well as the students. This will be more student lead and open rather than a call and response sort of scenario.
 * Where, Why, What, Hook, Tailors: Verbal, Naturalist.**

Students will know (please see content notes). Students will be given a graphic organizer in order to list their professions. The ice cream cone is a graphic organizer that shows the priority careers the students are looking at. It will go that the first cone is the first career to research, the second, and so on down. Students will be sharing ideas in the beginning of class about what professions deal with these equations. After the discussion, students will be able to record their ideas and their careers in the ice cream cone graphic organizer. Then they will share them again to see if there are any overlap. Students will hopefully not have to share professions, but it is acceptable if need be.Students will be working with each other and considering themselves throughout this portion of the lesson. The students will share their choices in a Round Robin style. Each student will speak, one at a time to contribute their information. Each student will be called on so that the teacher during this portion of the lesson can see that the students are understanding the assignment and material. At this time I will be watching students to make sure that they are attentive and respectful. While the students are filling out the graphic organizers I will be taking attendance. Then I will be facilitating the Round Robin activity so all students are respected and heard.
 * Equip, Explore, Rethink, Tailors: Intrapersonal, Verbal, Naturalist.**

Students will be able to consider the types of rates related to the different professions. The students will be using Audioboo.com, an online recording software that can be used on a phone or on a computer. After students have discussed their careers, they wil begin to research the careers they had on the graphic organizer in order to choose one career. Students will be researching education, pay, knowledge needed, and jobs that might use those professions. I will be walking around at this time seeing how students are working and doing with the research. When the researching portion is done, I will hand out the questions that students will need to ask their professionals during the interview. They are welcome to come up with more questions that relate to the project. At this time the students will brainstorm people to contact for certain professions. Students can list and interview family members, neighbors, friends, or other people. The students will have to contact that person before giving their information to the next student to interview. All interviewers must agree to be interviewed. I will be facilitating this conference and contact sharing. When everyone has an idea of who they will contact, we will begin to discuss the idea of podcasting versus recording. Simply recording a conversation is simple and normal. Recordings stay in their source or are emailed and shared like a document. Podcasts are meant to be unedited and new recordings that are linked and shared on the internet. They are meant to be a feed of recordings that are automatically put on the web. Many are formed like a radio show, and interview, a how to, or other structures. While recordings are there and then posted, these podcasts are meant to be a serious and a learning experience. Class will end that day with any questions or concerns. The next day, students will report whether or not they have someone to interview. Should students now have anyone, there will be a list of professionals the teacher has come up with that are for students to use. The discussion of podcasts versus recordings will resume. Students will be able to ask questions and discuss the differences. This will help them discover why podcasts are moving into being the new recording idea. This is when we will discuss edited versus non edited recordings. Since this is a podcast, it is meant to be creative. Students can edit their podcasts should they want to, but that is not necessary. This is when I will start to explain how Audioboo works, since it is meant for non-edited podcasts. Students will log into Audioboo and set up accounts. Students will have the chance to work with Audioboo while, one by one, they each send me their Audioboo information. At this time I will be taking attendance when each student approached me and tells me their information. Students can continue playing while I walk around and work with students who may be struggling or confused. I will also explain that the recording will go straight to their page, which my account will follow. I will be able to see their podcasts so they must be school appropriate. The students will also look into whether or not they have a smart phone. Audioboo can be used on the phones as well as the computers so all students have access to them. Students will send and email, text, or message to their contact again to remind them about the meeting at this time. Students who did not have a contact before will use this time to set up a meeting time with their new contact. Students will then write down their professional and pass it to me in a note. The class will then review the checklist and all the expectations for the podcast for this assignment. The students will then receive their homework with time to begin in class. The lesson will end with any final thoughts or questions before completing the assignments. The assignment can be done with music, visuals, or even an on-site interview. **Explore, Experience, Rethink, Revise, Tailors: Verbal, Visual, Intrapersonal, Kinesthetic, Musical, Naturalist.**

Students will be assessing their own work through the checklist. This will show whether or not they have completed all the questions are are required of them. Students will complete this checklist when they submit their podcast. I will see if they have completed all the questions. I will then give notes over the interview and process with feedback. Should students want to revise their interview, they can either create another with the professional or write a response to how that professional may have answered that question. The students will be able to work with each other to come up with professionals to interview as well as the practice process during class. This will help students learn the product as well as have access to the information. Students are welcome to discuss their interview or professional with me at any time to answer questions or concerns. My feedback will be given after listening to the interview. The homework throughout the lesson will be to finish the interview and practice the problems. By having students practice they will be more comfortable accessing this information in later lessons. It will also allow me to see where they are before moving on. The interview will help the students connect the information to the outside world. **Evaluate, Tailors: Verbal, Naturalist, Intrapersonal.**

Students will know
 * __ Content Notes __**

Equation: Students may have a general idea of what an equation is. An equation is a statement that shows, mathematically, that two things are equal. For instance, the statement 10=7+3 is an equation. It is important that they know that both sides of the equation are the same thing, just written in different terms. If students are confused with that concept, try using time. 1 hour = 60 minutes. Both sides may look different, but they are indeed equal. This leads to linear equations.

Linear equations are equations (so each side is equal) with a variable (a letter or symbol representing an unknown) to the power of 1. This is very important. The x can only be raised to the power of one. X2 is not a linear equation because it has an exponent that is not equal to one. 10=7+x is a linear equation. Y=x+7 is also a linear equation that deals more with graphing or finding unknowns. So, when graphed, this type of equation is a straight line. That means that it goes over equal intervals. This is called the slope.

Slope is the idea that of how steep the line is going down a graph. It is the m in the equation of you line

Slop intercept: The slope intercept is where the line hits the y-axis. It is the b in the equation.

Another form of a linear line that students may see is called standard form. Standard form is just a new way of writing the y=mx+b form of a line. These two could be an equation! The formula for standard form is Ax+By=C. This can be transformed into y=mx+b just by rearranging the variables so that instead of y being alone, the constant is alone. Students will be working with y=mx+b for a majority of the time, but students should be able to recognize and transform standard form.

An exponential rate is when something is being raised to a power of another something. For instance, we have seen x^2 in other equations. We could also see x 4, or X 5 + 3x 3 -6x 2 =1. This is an exponential equation. Something is being raised to the power of something else. There are a variety of ways to solve exponential equations.

First, let's start off with something easy. For instance: x 4 =16. This is saying some number we don't know yet it multiplied by itself for four times or it is being raised to the fourth power. We know that if we multiply 2 by itself four times we get 16. So, 2 4 =16. This is just trying to find out what number belongs in the X spot.

Now, for something a little harder. This is when we don't know the power. Let's say we see the problem 6 x =6 7. What is x? One of the rules of logarithms is that when the bases are the same, the exponents are the same if the two terms are set equal to each other. Since 6 does = 6, then x does equal 7. Same if it was 10 x = 10 3. The bases are the same, thus the exponents are the same. Therefore, x=3.

This method can be used to solve more advanced problems of this nature. For instance, 7 x-3 = 7 7. Since the bases are the same, we know that x-3=7. Solving for x, we get that x=10. The same idea is being used in order to solve these exponents. Now, what if the bases are not the same? Let's say that we have 4 x =2 8. What do we do? We know that we have to have the bases the same, so let's make them the same. We can change 4 into 2 2. Now we have 2 2^x = 2 8. The rules of exponents and powers say that a power raised to a power you multiply the exponents. Thus the new statement says 2 2x =2 8. Now we solve as we have before. Thus, 2x=8, and x=4.

Exponents and the rules of powers can be very easy to learn and remember. It is when the equations are not so simple that we step into a new area of math. This is called logarithms. A logarithm has a formula that looks like //log// b (m)= n where b n =m. B is called the base. There are an infinite number of bases for logs because there are an infinite number of numbers! We work in the base 10 number system, so when you see log (3) it is really log 10 (3). We assume the 10 is there. If it is any other base we put the number. This method is used when we can't simply use the exponent rules to solve the equation. For instance, 2 x =30. 30 is not a multiple of 2, so it really doesn't work. Thus, x=log 2 (30). This does have a value. You can either look it up on a table or you can use a calculator to find the numerical value of this statement. Logarithms are the opposite of exponents. They are inverses of each other. Much like squares and square roots. We don't always need the square root to know the square root of a number. For instance, we know that 4 square rooted is 2. But that is the method we use to solve it. Same idea happens with exponents and logarithms. This is what we use to solve examples in real life that use these rates.

These rates are used for many instances. Exponential rates are used when something is gaining very quickly or loosing something very quickly. For instance:

A tree frog population doubles every three weeks. Suppose that currently, there are 10 tree frogs in your back yard. How many tree frogs will there be in 6 months, assuming that there are four weeks each month?

We can start with a table, just to get an idea of what we are looking at. We know that we have started with 10 frogs. That will come into the equation at some point. We know that the number doubles every 3 weeks. So, it is like we are multiplying by 2 everything 3 weeks. Ah, this is what we see as being multiplied by itself over and over again. so, this is going to be raised to an exponent. Now, we know that it get's multiplied every 3 weeks, we want it by every week. That way, we can find it for any number of weeks, say, 24 weeks. So, we can divide the unknown number of weeks, n, by 3. Therefore, we have the equation 10*2 (n/3). We can plug in whatever number we want in order to find how many weeks. We know that it is 24 weeks, so 24/3 is 8. Therefore, we have 10*2 8 which is 2560. That is a lot of frogs!

That is how we use these equations in real life. Exponential equations can help us with money, population, and other things that grow really quickly over time.

The idea of this lesson though is to be another review over the equations thus far. Therefore, these notes should be more of a reminder to the students rather than introducing new material.

// Graphic organizer // // check list // // review assignment if needed. //
 * __ Handouts __**

audio boo tutorial practice problems


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**


 * // Clipboard: //** Students who are clipboards will have the opportunity to learn with their strengths in this lesson. The information to be gathered from the interview will be in a check list so the students know what they need to accomplish. The information will presented in a step by step manner in order to ensure that it is clear and concise.


 * // Microscope: //** Microscope learners will thrive in this lesson. This is all about the why in mathematics. By interviewing a professional that uses these equations in the real world, students will see why this math works and where it does. Students will dive deep into discovering what they may want to do in the future and how it applied to mathematics and the real world.


 * // Puppy: //** The puppy students in this classroom will be supported throughout the lesson. Students during the sharing portion of the class will be respectful and courteous to the careers and goals shared. Students will also be able to support each other with shared goals. Students can also give help on who to interview. For example, if a student has a parent who is in that career, they can help create a meeting time. Puppy students will feel confident to share their opinions and respected to work with others.


 * // Beach Ball: //** Beach balls will be able to take away a great experience from this lesson. This lesson is not only about the mathematics, but it is about the outside world. There is a new technology being shown to the class, the recording device. The choice on who to interview is up to them as well. Students will be able to research a field they are interested in as well as take control over the questions and interviewing.


 * // Rationale: //** The idea of this lesson is that there is little pencil and paper work for assessment. Students will practice the ideas throughout, but show their mastery and understanding through the use of technology. Students will be able to access the information in the way they learn, and present it in the way they feel comfortable as well. This shows that students can master the real world applications while feeling confident in their growth.


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**


 * // Formative: //** The formative assessment in this lesson is part of the learning process in this lesson. Students will have graphic organizers for their careers and notes on the content for the lesson. Students will also be sharing their connections through the careers and content with the class in a Red Robin sort of style. They will each take turns sharing interesting careers that use these equations.


 * // Summative: //** The students will have researched, interviewed, and recorded a career that shows how these equations relate to the real world. The students will be turning in a podcast that shows they were able to connect the information to the outside world.


 * // Rationale: //** Students are working with their hands and minds in order to show that they have mastered the idea and content for this lesson. Students will still practice the equations, but their understanding is shown through creative and inventive ways. This way, the students feel that they are working with the information instead of memorizing it. The traditional tests will not be used in this lesson. Students will have the control and the freedom to research and master the content in their own way, maximizing the learning and growth.


 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**


 * // Content Knowledge: //** Please see content notes.


 * // MLR or CCSS: //**

Common Core State Standards

Content Area: Functions

Grade level: High School

Domain: Linear, Quadratic, and Exponential Models

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems.

Standard: 1: Distinguish between situations that can be modeled with linear functions and with exponential functions.


 * // Facet: //** (Empathy)- The students will be stepping into the role of someone else for a moment. They will be relating the information to another person's career while researching the career they are interested in.

//**Rationale:**// Students in this class will be relating information that is learned in the classroom to real life applications outside of the class. Students will see how careers use these equations in their careers. Students will see that each situation is unique and needs a different equation. By meeting the standards and showing how it relates to others, the students can make connections for themselves and see what these equations really mean.


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**


 * // MI Strategies: //**
 * Verbal-Linguistic: ** Students will be conducting an interview and relying on how they ask the questions, how to respond to answers, and coming up with a flow to the conversation to make it sound like a real interview.


 * Visual/Spatial: ** Students have the option to do a video conference and record the video as well as the audio. Then, they can post the podcast but have the video record of what happened during the interview.


 * Bodily/Kinesthetic: ** Students can go on site to the job where the professional uses these equations. That way, the student can also be part of how they are used and still record the interview.


 * Musical/Rhythmic: ** Students can create a song that talks about the interview while using clips of the interview as "quotes" for the piece. The students would have to know how to keep the speaker's voice in tempo with the song and make it flow.


 * Intrapersonal: ** Students will be meeting new people to talk to and keep a conversation with. These students will be using their social skills to keep the interview engaging and entertaining for both the students and the professionals.


 * Naturalist : ** Students have the opportunity to find careers that deal with natures that work with these equations. They can go on site as well so they can be in nature as well as doing the assignment about nature.


 * // Type II Technology: //** The Type II technology the class will be using a podcast. This is a recording of a talk, discussion, debate, or interview that can be edited then posted and shared. This will be able to be access by anyone because it is posted on the internet.


 * // Rationale: //** Students need to have the information presented in way that they can actually access it. Since every student is different, this lesson created different ways of presenting the information. Through the use of intelligences and technology, the information is able to come to life for the students. Students will be able to see other intelligences used, strengthen their weaker ones, and learn with their stronger intelligences. The technology also allows students to use the tools they may use in the future, but are becoming more accessible now.

__//**NETS STANDARDS FOR TEACHERS**//__ __//a. Promote, support, and model creative and innovative thinking and inventiveness//__
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

//**Rationale:**// Students will be using a new tool, audio recording, in order to capture an interview with a professional. This shows that the students will have to consider and discover new careers and professions that use mathematics in their jobs. This will help the students, instead of a simple report, to work directly with the information and be part of the conversation about mathematics and technology.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

__//b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress//__

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

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 * //Rationale://** The podcast and interview will allow students to research and learn about a career they are interested in. This will lead to more information about future plans and interests. They interests will come alive as they edit and personalize the interview and recording to show the mathematical aspects of the job. The students will be asking the questions and leading the discussion that will teach them about these equations in the outside world with the help of audio recordings. ||  ||   ||
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