I designed a unit on functions that included 21st century literacies.

1. Module 5 Analysis: Designing A Museum
Laura Smith
American College of Education

2. 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).

3. 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.

4. 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

5. Positive Slopes

6. Negative Slope

7. Zero Slope

8. Undefined Slope

9. Finding Slope using a Coordinate System
(11, 9)
(5, 3)
1 3 115 7 9
1
3
5
7
9

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

11. 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.

12. Literacies Learner DI Delivery Content Level
S
T
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

13. 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
Additional Resources:
 Computer
 Graphing calculator
 Articles on Ebola epidemic
Exhibt B

14. Exponential Functions

15. 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?

16. 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)

17. Literacies Learner DI Delivery Content Level
S
T
AV AD Content Process Product Foundational Developmental Extended
Visual
Digital x x x x x
Economic x x x x x
Scientific x x x x x
Critical x x x

18. 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.
Additional Resources:
 Computer
 Graphing calculator

19. Functions

20. Zombie Outbreak
Story: 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)

21. 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.

22. 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)

23. Literacies Learner DI Delivery Content Level
S
T
AV AD Content Process Product Foundational Developmental Extended
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

24. 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

25. References
http://cf067b.medialib.glogster.com/media/5d/5d64be8cffef383f834b9c9cc228ad6b140702d
a9f3b6c4c58eb1525cd0465b8/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/A
irplane.jpg

26. 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