Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: The Success of a Virus

Content Area: Algebra 1
Grade Level(s): 9th
Content Standard Addressed:
MGSE9-12.F.BF.2 Write arithmetic and geometric sequences recursively and explicitly, use them to model
situations, and translate between the two forms. Connect arithmetic sequences to linear functions and
geometric sequences to exponential functions.
MGSE9-12.F.LE.2 Construct linear and exponential functions, including arithmetic and geometric sequences,
given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
MGSE9-12.F.LE.5 Interpret the parameters in a linear (f(x) = mx + b) and exponential (f(x) = a•dx ) function in
terms of context. In context, students should describe what these parameters mean in terms of change and
starting value.
Technology Standard Addressed:
Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
Selected Online Project/Collaboration Site/Publishing Opportunity: Mathalicious

URL(s) to support the lesson: https://www.mathalicious.com/lessons/pandemic

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:
In my lesson, students will be participating in the online project, from Mathalicious, called Pandemic. They
will form together in pairs or groups of three to work together through this project. This project calls for them
to predict the infection rate of a virus over time based on the infection rate. Through this they will develop a
sense of exponential functions and create them through exploration. The extension on this activity calls for
them to make a modification to their infection rate based and highlight some strategies for success in both
the perspective of the virus and humans.
After completion of this project, groups will post their findings from the extension activity on the class blog
so that other classmates and parents can see their findings. This project gives students the opportunity to
explore the math with a topic that is very relevant in the current climate with COVID-19.

What technologies would be required to implement this proposed learning activity in a classroom?
Students would need a device (Laptop, Tablet, or Mobile) where they can access spreadsheets and an online
graphing calculator, like Desmos, if they do not own one already.
Describe how the following features are addressed in this learning experience (note: all of them may not be
addressed in the project, but most should be if you are reaching a high LoTi Level).
a. Collaboration with peers, near-peers, mentors outside their classroom and often beyond their
school: Students will work in pairs or groups of three and post their findings to the class blog where
other classmates and parents can read them.

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): Students will work through the project and create
formulas and original ideas from the given scenario.

c. Higher-order thinking: By having students create original data and formulas through a real-world
scenario, they are participating in higher-order thinking.

d. Students publishing their original work to others who will use/care about their product: Once
completing the project, students will post their work to the class blog where other students can read

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 Online Projects, Collaboration Sites and Publishing Opportunities
their thinking and add to their own projects based on the ideas of their classmates. Parents will also
have access to the blog so that they are able to keep up with the work of their students.

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration

☒ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

The online project and lesson that the students will be completing allows all students to work through the
content and develop their own ideas with the support of their own knowledge as well as their peers. Due to
this reason, this lesson and projects supports all three of the principles of UDL. In terms of the Representation
principle, the content will be presented to the students on an online format and they will read tables,
diagrams, and different written scenarios as they work through the project. In terms of the Action and
Expression principle, students will be able to demonstrate what they know and be receptive to feedback from
both the instructor and their peers that will support them at their level of understanding and proficiency. In
terms of the Engagement principle, the students are participating in a real-world scenario that is relevant to
them and the current client. They are also able to choose how they want to express their ideas and
understanding of the content.
Lesson idea implementation and Internet Safety Policies:
Due to the fact that students will not be interacting or posting anything on public domain, there wouldn’t be
any concerns with internet safety and privacy. Since students will be using technology to complete the
project, they will be reminded to use their technology appropriately and only for the means of completing the
project requirements.
Reflective Practice:
I designed this lesson to go at the end of a learning segment once students are comfortable with the idea of
exponential functions and can manipulate them based on the given scenario. This project is not only to get
students thinking about the mathematics and deepening their ability to be successful, but it also engages
them with what is currently happening in the real-world around them. Due to the relativity and collaboration
aspect of this project, students will be actively engaged during the completion of this lesson. A further way to
enhance this project, would be to have students create posters of how the given modification they chose
from phase 2 of the project effected their work from phase 1 and then have them present it to the class as
well as posting it online.

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