Lesson Plan

Name: Jessica Clendaniel

A. Description of the Information Literacy Unit Plan

Language(s): English
Topic(s) of Unit: Properties of Exponents
Proficiency Level(s): All levels including students with IEPs
Grade Level(s) 11th and 12th grade
Time: 80 minutes per period

Standards Integrated into the Unit Plan (not information literacy standards):
Student Content Standards (e.g., national, state, or district)
CCSS.Math.Content.HSF.LE.A.1
Distinguish between situations that can be modeled with linear functions and with exponential functions.

CCSS.Math.Content.HSF.LE.A.1.a
Prove that linear functions grow by equal differences over equal intervals, and that
exponential functions grow by equal factors over equal intervals (Common Core State
Standards Initiative, 2015).

CCSS.Math.Content.HSF.LE.A.1.c
Recognize situations in which a quantity grows or decays by a constant percent rate per
unit interval relative to another (Common Core State Standards Initiative, 2015).

ACTFL Standards: CULTURES

Gain Knowledge and Understanding of Other Cultures

Standard 2.1: Students demonstrate an understanding of the relationship between the

practices and perspectives of the culture studied

Learning Objectives for 5-Day Unit:

Students will prove that linear functions grow by equal differences over equal intervals,
and that exponential functions grow by equal factors over equal intervals.

Students will recognize situations in which a quantity grows or decays by a constant

percent rate per unit interval relative to another.

Students will demonstrate an understanding of the relationship between examples of

exponential functions and the practices/perspectives of the Hawaiian culture.

Information Literacy Objectives:

Locate information: develop a research plan, determine best sources, locate sources,
find information within sources.
On Day 4 and Day 5, student research examples of exponential function and linear functions in
real life scenarios.

Process the information: interpret the information, evaluate the usefulness of the
information, extract and record information, draw conclusions
On Day 4 and 5, students evaluate the usefulness of information they find during their web search
by deciding if the information accurately reflects a real life scenario of exponential and linear
functions.

Create and communicate results: organize the information from all sources, create a
product to communicate the information, cite sources used, present/perform/share
On Day 4 and 5, students organize web findings and presentation ideas on organizer handouts
provided by the teacher.

Cite the sources used in a correct format (either MLA or APA or a simplified version of
either)
On Day 4 and 5, students practice citing the sources they use for examples of exponential and
linear functions. The students use a introduction to citing worksheet on Day 4 and practice citing
APA on Day 5.

Assess process and product: evaluate the research process, evaluate the quality of the
product (this refers to student assessment of their work, not your assessment of student work).
Iowa City Community School District. (1998). Developing an information literacy plan. (Ed. M.J.
Langhorne). New York: Neal-Schuman Publishers.
Student work is assessed after Day 5 by grading the students final webcast using a predetermined rubric.
Prerequisite Student Skills:

Students should have some basic knowledge of how to start a computer and bring up the
internet.

Students should know how to search using a web browser.

Students should know how to type in a web address in the search bar.

Students have experience comparing their work to the objective on a rubric.

Student should have skills with linear functions.

Materials:
Day 1- Notebook, pencil, graphing calculator, and class set of 8.5x11 paper
Day 2- Notebook, pencil, graphing calculator, class set of 8x8 paper
Day 3-Notebook, textbook, pencil, graphing calculator
Day 4-Student worksheets, laptops, and pencil,
Day 5- Class set of laptops, student worksheet, and pencil
Brief Overview of Unit:
In this unit, students will learn about, practice, and make connections to exponential growth and decay. At
the end of this unit, students should be able to find and identify if a set of data is linear or exponential and
if exponential, students should be able to prove whether the function is growing or decaying. Student will
also relate real world exponential functions to practices of the Hawaiian culture. Students will demonstrate
whether or not they have met these objectives by completing a webcast.
Teacher to Teacher:
Note: This unit may take more or less days depending on your students pace understanding exponential
growth and decay.
Procedures/Daily Activities
Day 1: Exponential Growth
Today the teacher will introduce exponential growth. Students previously learned principles of
exponents, but have no knowledge of exponential function.
1) As a whole class discussion, teacher will instruct students to make sure they have their notebook,
pencil, and graphing calculator.
2) Teacher will make the following table on the board, and instruct students to copy the table in their
notebook after they retrieve their materials (See table below).
3) Once all students have copied the table, the teacher will distribute a single sheet of paper to
students (81/2 X 11 works well).
4) Teacher will announce that today they will be learning about exponential growth, and with this
activity they will rip paper to model exponential growth.
5) Teacher will point out that everyone currently has one (1) piece of paper.

6) Next, teacher will instruct students to fill in their table with the paper they have, placing dashes in
sections that are not yet applicable. (Refer to answer key below)
7) Then, teacher will rip his/her paper in half for students to observe. Students will follow.
8) Teacher will instruct students to fill in their chart now based on the pieces of paper they have now.
9) Teacher will instruct students to stack the two (2) pieces of paper and rip the stack in half and fill
in their chart. Teacher will continue to instruct students to stack the papers and rip them in half
until the table is all been filled in.
10) Teacher will ask students what they observe from the chart and the ripping of the paper activity. A
correct response sample may be: the papers are multiplying by 2 each time, the papers are
growing exponentially, etc.
11) Using the table on the board, the teacher should model that each time the paper is ripped the
number multiplies by 2. Teacher should alert students that the 2 is a special vocabulary term
called Common Ratio.
12) Teacher should write the following definitions on the board for students to copy down in their
notebook.
Definitions
Common Ratio: The ratio of a term to the previous term or the rate a function multiplies by.
How to find Common Ratio: Divide one term in a function by the previous term.

13) Teacher will demonstrate the how to find part to all students by writing the following on the board:
4/2=2
8/4=2
16/8=2, etc.
14) Teacher will check for understanding by presenting another table on the board for students to
practice finding common ratio.
Number of Cuts

Number of Layers
of Paper

Change in Number
of Layers

0
1
2
3
4
5

1
2
4
8
16
32

---2-1=1
4-2=2
8-4=4
16-8=8
32-16

Ratio of
Successive
Number of Layers
---2/1=2
4/2=2
8/4=2
16/2=2
32/16=2

Computing
Process for
Column 2
--2=21
2 x 2= 22
2 x 2 x 2=23
2 x 2 x 2 x 2=24
2 x 2 x 2 x 2 x 2=25

Note: Red font is the answer key for teacher to use as reference.
15) Teacher will walk around to monitor student answers to ensure that all students can accurately
find the common ratio of a function when given a table.
16) Once students have demonstrated their understanding of finding common ratio, the teacher will
begin discussing exponential function.

17) Teacher will introduce the template for exponential functions and ask student to copy the template
in their notebooks.
Template for Exponential Function:
Y=abx
Where a=starting value, b=common ratio, and x=number of changes
18) Referring back to the two examples students have practiced so far the teacher will model putting
the data from the table and the common ratio they found into a function. Teacher will ask students
to try the following table on their own and walk around to check for understanding.

# of days
0
1
2

# of zombies
5
15
45

19)

After checking that all students create the correct function for the second table which
should be:,y=5(3)x, students will complete a matching activity in groups of 3-4 students in each
group. 20)

20) Once groups are formed, teacher will give students about 10 minutes (more if needed) for
students to work as a group to match 5 tables with the correct common ratio, and function.
21) While students work, teacher will walk around the classroom to monitor student behavior,
engagement, and check for understanding. Teacher will record notes about his/her observations
on student performance on this matching activity.
22) Once all students have accurately matched the tables, common ratios, and function, teacher will
review the answers as a whole class by calling on random students to share answers and
explanations of why they matched certain tables with their common ratios.
23) Student will complete questions in the textbook on exponential growth independently allowing the
teacher to address individual questions and concerns about this topic.
24) Before students leave the class, they will complete an exit pass on a sheet of paper to turn in
answering the following question:

What is a common ratio and how do you find it (without looking in your notebook).

25) When students turn in exit pass, teacher will assess the answers and make note of students that
need one-on-one attention to clear up any misunderstanding about common ration and
exponential growth.
Day 2: Exponential Decay

1) Students will come into class and collect the following materials: Notebook, pencil, and graphing
calculator. Teacher will instruct students to complete the following bell work question in their
notebook.
Bellwork:
Describe to someone who was absent yesterday what exponential growth is (think back to the
activity yesterday), how we find common ratio given a table, and identify the template for an
exponential function is with labels.
2) When all students have completed their bell work, the teacher will go over the answers by calling
on random students to share their responses.
3)

Once teacher reviews the main ideas from the lesson on exponential growth from the previous
day, he/she will announce that the students will move onto exponential decay. Once again, the
teacher will record the following table on the board and instruct students to copy the table in their
notebook.

Number of cuts

Area of one (1)

piece

Change in area

0
1
2
3

8 x 8 = 64
4 x 4 = 16
2x2=4
1x1=1

--64 - 16 = 48
16 - 4 = 12
41=3

Ratio of
successive
measurements of
area OR Common
Ratio
--64/16 = 1/4
16/4 = 1/4
= = 1/4

Ratios as decimals

--.25
.25
.25

Note: Red font is the answer key for teacher to use as reference.
4) The teacher will distribute a single 8x8 sheet of paper to each student and point out the
differences between the second columns on the chart. Today instead of focusing on how many
pieces of paper the students have they will be focusing on the area of a single square. Teacher
will ask/remind students that area is found by multiplying length times width (and can record this
on the board if needed for students to reference).
5) Reminding students that the squares that they were given are 8 inches by 8 inches, the teacher
will walk student through filling out the first row of the chart, leaving dashes were information is
not yet applicable.

6) Then, the teacher will instruct students to cut the square into four equal squares. Students should
find that the square decreased in size going from an area of 64in 2 (8x8=64) to now each square
has an area of 16in2 (4x4=16). Students will continue cutting the squares into 4 equal pieces and
recording the finding in their table.
7) Once the table is complete, the teacher will ask students to calculate the common ratio of this
table. Students should find that the common ration is 1/4.
8) The teacher ask students to compare the common ratios they found yesterday to the common
ratio they just found to see if students can point out that when the common ration is greater than
1, the scenario is representing exponential growth, but when the common ratio is less than 1, the
scenario is representing exponential decay. Student should make a note of this in their
notebooks.

9) Next, the teacher will ask student identify an exponential function to represent todays paper
ripping table and common ratio. Students should answer: y=64(1/4) x.
10) Students will practice exponential decay by working in groups of 3-4 students and answering
questions based on real-world scenarios that model exponential decay.
11) This group work activity is going to be run as stations. There are exactly four
stations/scenarios/questions. Students will record answers in their notebook. Teacher will give
students about 10-15 minutes per station.
12) Once time is up teacher will ask groups to rotate clockwise until students have visited all 4
stations.
13) While students are working, the teacher will walk around the classroom to monitor student
behavior, engagement, and check for understanding. Teacher will record notes about his/her
observations on student performance on this station activity. This activity should take the entire
period.
Day 3: Exponential vs. Linear
Today students will be able to identify and prove the difference between exponential and linear functions
(which were learned previously in the year).
1) Students will collect the following materials: Notebook, pencil, and calculator and answer the bell
work question in their notebook.
Bellwork: What do you remember about linear functions?
2) Once all students have completed the bell work, the teacher will call on students to share their
responses. If not mentioned by students, teacher will remind student that linear functions have a
constant rate of change meaning a table will add the same number each time. Also, the template
for a linear function is y=mx+b.
3) Teacher will distribute a worksheet.
4) Students will work on a worksheet which provides several examples of tables of both exponential
and linear functions. Student will have to identify which type of function the table demonstrates
and explain how they know.
5) When students have completed the questions, the teacher will ask students to exchange their
work with another student to grade.
6) The teacher will go through the work sheet calling on random student to share answers while
writing correct answers on the board. Students are to check their classmates work by labeling
incorrect answers. Students will return work to the owner and students will be given 5-10 minutes
to correct answers.
7) The last 10 minutes of class students will complete a mini quiz which will be graded for their
understanding of exponential functions and decay and linear functions.
Day 4: Research Practice
Overview: Today students will use laptops to deepen their understanding of exponential functions and
decay and linear functions. Students will research and find real world examples of exponential functions
and linear functions.
1) Students will come into class and answer the following bell work:

Describe the different between a linear function and exponential function.

2) Teacher will discuss the answer to the bell work by calling on random students to share. Teacher
will write correct answers on the board for student to use as a reference all class period.
3) Teacher will discuss that students will use laptops to research the internet for two (2) real world
examples of exponential functions and two (2) real world examples of linear functions. At least one
example must be about a practice in the Hawaiian culture.
4)Teacher will distribute Introduction to Web Research, Reliable Websites handout organizer, and
laptops to each student. Before students begin working the teacher should briefly model how to fill out the
organizer using an example they pull up on the web for students to see.
5) Students will work in groups of two (2) to complete this assignment which should take about 30-40
minutes.
Once students have completed the assignment they will turn it in for the teacher and return materials.
Before the end of class, the teacher will spend a few minutes debriefing about the activity. What examples
did students find? What did they enjoy about web research? What did they find challenging about web
research?
(See student handouts below)

Introduction Citing Sources

Real life
example with
details

Name_________________________________________
Name of the
Website you
found this on

Name of the
web document

Author of the
information

Date of the
information

Real life
example with
details

Name of the
website you
found this on

Name of the
web document

Author of the
information

Linear
Function

Reliable Websites Handout

Khanacademy.com
Educarm.us

Date of the
information

 classroom.synonym.com
www.algebra.com
matheducators.stackexchange.com

https://plus.maths.org

hs-mathematics.wikispaces.com

Day 5: Final Research Project

1) Students will come into class and answer the following bell work in their notebooks.
What is the difference between exponential growth and exponential decay?
2) Teacher will hold a brief class discussion to review the answer.

3) Then, teacher will explain to students that today they will begin a final project on the unit of
exponential functions. For the final project students will be researching real world examples of
exponential growth and exponential decay in order to make a webcast that they will present to the
class on their findings. At least 2 examples must be about a practice in the Hawaiian culture.
4) Teacher will show an example of a webcast to students using the following link.
https://www.youtube.com/watch?v=j3B5CxGWuYg

5) Teacher will distribute laptops to each students and the Webcast Research Guide. Students will
have the class period to use the same websites as yesterday to research, cite sources, and
create a webcast.
(See student handout below).

Webcast Research Guide

Name______________________________

Webcast Planner
Page 1 (Title Page):

Page 2:

Page 3:

Page 4:

Page 5:

Grading Rubric
Title Page

4
Student
effectively
conveys to the

3
The student has
a title page, but
the information is

2
The students
title page is
missing one

1
A title page is
barely present.

Exponential
Growth

Exponential
Decay

Culture

References

audience the
topic of the
webcast and the
author of the
webcast.

vague.

component.

Student
effectively
provides two
clear examples of
how exponential
growth in the real
world.
Student
effectively
provides two
clear examples of
how exponential
decay in the real
world.
Student provides
two clear
examples of how
exponential
functions relate
to practices of
the Hawaiian
culture in the real
world and
information is
accurate.

Student includes
two examples,
but the
information in
examples is
vague.

Student is
missing one
example.

Student
examples of
exponential
growth are barely
present.

Student includes
two examples,
but the
information in
examples are
vague.

Student is
missing one
example.

Student
examples of
exponential
decay are barely
present.

Student provides
two clear
examples of how
exponential
functions relate
to practices of
the Hawaiian
culture in the real
world, but the
information in
examples are
vague.
Student provides
citations in APA
format, but some
are incorrect.

Student is
missing one
example.

Student
examples of
exponential
functions have a
very weak
connection to
practices of the
Hawaiian culture.

Student is
missing one or
more citations.

Student
attempted to give
credit to their
sources, but did
not do so in a
reference page,
apa format.

Student provides
clear citations in
APA format on a
designated
reference page.

B. Analysis of Information Literacy Lesson Plan

Rationale for Activities:
1* Why did you select these activities to achieve your goals?
My goals with this unit lesson plan were for students to identify the difference between linear
functions and exponential functions, the difference between exponential growth and exponential decay,
and relating math to practices of the Hawaiian culture. I selected activities such as whole class paper
ripping, matching activities, computer research, and webcast creation to assess my students on their
ability to meet these objectives in engaging ways. The activities varied between whole group, group work,
partners, and individual tasks. Through these activities I was able to achieve my goal that all students met
all 3 objectives.

2* How do the activities help students master each of the information literacy standards you named
in your objectives in Part A?
The activities in this lesson help students master each information literacy standards.
Locate information: develop a research plan, determine best sources, locate sources, find information
within sources.
On Day 4 and Day 5, student research examples of exponential function and linear functions in real life
scenarios.
Process the information: interpret the information, evaluate the usefulness of the information, extract and
record information, draw conclusions
On Day 4 and 5, students evaluate the usefulness of information they find during their web search by
deciding if the information accurately reflects a real life scenario of exponential and linear functions.
Create and communicate results: organize the information from all sources, create a product to
communicate the information, cite sources used, present/perform/share
On Day 4 and 5, students organize web findings and presentation ideas on organizer handouts provided
by the teacher.
Cite the sources used in a correct format (either MLA or APA or a simplified version of either)
On Day 4 and 5, students practice citing the sources they use for examples of exponential and linear
functions. The students use a introduction to citing worksheet on Day 4 and practice citing APA on Day 5.
Assess process and product: evaluate the research process, evaluate the quality of the product (this
refers to student assessment of their work, not your assessment of student work). Iowa City Community
School District. (1998). Developing an information literacy plan. (Ed. M.J. Langhorne). New York: NealSchuman Publishers.
Student work is assessed after Day 5 by grading the students final webcast using a pre-determined
rubric.
3* How does this lesson fit into your curriculum?
This lesson fits on exponential function is an important unit in the Modeling Our Work curriculum.
Since the course I teach is designed to prepare students for Algebra II, it is vital they leave my classroom
with a clear understanding of exponential functions, both growth and decay.

4* What made the unit appropriate for your particular students? (In answering this question, be sure
to describe relevant aspects of the student population that shaped your unit [(e.g., number of
students, student developmental levels, student resources at home]).
My students need an equal combination of teacher lead instruction and independent work. Since I
teach a number of Special Education students, it is important for there to be many opportunities to assist
them on an individual bases. When students are completing individual work or completing quick practices,
I have the opportunity to assist individual needs. All whole group instruction does not work for my

students, neither does all individual work. To maximize student performance in my classroom it is
important to have a variety of instruction as well as a variety of activities to maintain student engagement.
C. Reflection on Unit Lesson Plan
In well-organized paragraphs, reflect on how your unit lesson plan demonstrates what you have learned
about information literacy. Include the following points:
Your Learning about Information Literacy: Which of the information literacy components in your unit
had you used before? What is specifically new for you in this information literacy unit? How does this unit
represent a stretch for you? If it was not a stretch, explain why. What did you learn as you prepared the
unit? How does this lesson reflect your philosophy of teaching?
The information literacy components are useful when creating a lesson plan. My students have
had many opportunities to practice all of the information literacy components, except citing sources.
During this school year, there have only been two other opportunities to cite sources in my classroom.
The part of this lesson when students are asked to site sources was presented in an introductory-like
manner because there has been so much time in between this assignment and the last time students
were asked to cite sources.
Incorporating the foreign language component was a stretch for me in this lesson. Normally, I do
not purposely plan for students to investigate another culture or language. The majority of the real world
examples we use are based on practices of the United States. I fully understand the value of
incorporating culture and foreign language and plan to incorporate these components in the curriculum on
a weekly basis.
As I prepared for this unit, I was able to try new activities for the students such as creating a
webcast, which they have never done before in my class. Also, I was able to purposefully incorporate the
information literacy skills. I know that my students do all of these frequently, but it usually occurs on
accident, not from purposefully planning these components.
Future Explorations: What avenues might you want to explore the next time you do a similar lesson?
Why?
If I were to implement a similar lesson, I would have an example of a webcast that I produced to
show students a sample of exactly what I was looking for in their final product. Luckily, students were
provided the rubric ahead of time so they knew what their webcast had to include, but in retrospect, it
would have been nice to show them a real example. Another avenue that I may explore is to find a way to
incorporate more world culture or language. For this particular lesson, I felt like adding any more
requirements would become problematic, but for next year, I will try to incorporate a world language
component.
Annotated Citations: In addition to citing any print or online resources you used, in APA style, explain for
each resource what aspect of it you used and what specifically you changed about that aspect.
Common Core State Standards Initiative. (2015). Standards in Your State. Retrieved from
http://www.corestandards.org/standards-in-your-state/.
Common Core State standards was used in my lesson because my school requires CCSS for all
classroom lesson plans.
Note: All worksheets were made be me with no other outside source.

D. Reflection on the Semester

In a well-organized essay of one to two pages, reflect on the semester, including (1) what you have
learned about integrating information literacy in assignments and in schools and (2) what your goals are
for the near future. Be as specific as you can.
You should use the following questions as guidelines for what to include:
1) What are the most important ideas and skills you learned this semester and why do they matter to
you? What caused your learning (Provide specific details about which class materials helped you
to learn to illustrate what you say). How will these ideas and skills improve your teaching and
research? What impact did the readings and other class activities have on your thinking (Refer to
specific readings and/or activities and explain how they helped you to gain new perspectives)?
There are many vital ideas and skill that I have learned this semester in EDTC605. The
components that stand out the most include learning how to create a webcast, how to incorporate
information literacy into my Modeling Our World II curriculum, and how to incorporate the ACTFL
standards for foreign language into my classroom. Learning these vital ideas and skills greatly impacted
my effectiveness as an educator because with the technology and language standards I am able to teach
my students more than simply math.

2) What are your goals in the near future (next two years) re promoting information literacy in your
own classroom, in your own learning, or in your school?
My overall goal as an educator is to teach my students skills that will be useful in their future. By
promoting information literacy I strongly believe that I am accomplishing my goal. In order to properly
prepare my students for skills they will need to successful in college and their future careers, I need to
provide opportunities in class for them to practice using technology and locating, evaluating, and citing
research.
With the knowledge I have learned from this class I am able to promote information literacy to
other teachers at my school. I am also more knowledgeable about technology such as webcast and
classroom website, which will allow me to assist teachers with any technology questions they may have.
Most importantly, I will be able to share great classroom lessons with co-workers that I have obtained
from my classmates and from various lesson evaluation assignments in this course.