Title/Topic:

Quadratic Functions: Graphing and solving models

Grade/Level:

11th grade

Related Content

Functions
Interpreting Functions
B.4

HS.F-IF.B.4

Functions
Interpreting Functions
C.7

HS.F-IF.C.7

Standards/Objectives:

Related Technology

3.b
Locate, organize, analyze, evaluate, synthesize, and ethically
use information from a variety of sources and media

Standards/Objectives:

2.a
Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media

Instructional Activity:
Task:
Students will be placed into 10 groups. Each group will be responsible
for researching a given topic (2 groups per topic) within a preselected
group of websites.
Topics:
How does changing the a value effect the shape of a quadratic
function?
What transformations to a quadratic function would shift the function
vertically or horizontally?
How do you find the intercepts (x and y) of a quadratic function via:

the graph of the function

the equation of the function (algebraically)

How do you find the zeroes of a quadratic function?

How would you state the intervals of which the function is increasing
and decreasing?
Prior to 1st day:
Journal Entry Prompt 7.1: What do you feel is necessary for a group of
students to be successful working together on a project? Students will
submit their link to their journal entry in Schoology.
Day 1:
Students will be placed in their respective groups and will begin
researching their given topic. They will begin to organize their
information in a presentable manner.

Created by Cynthia Conn, Northern Arizona University, Educational Technology Program, January 5, 2007, Revised July 5, 2010.

Journal Entry Prompt 7.2: Please describe what you learned today
about your assigned topic that you will be teaching the rest of the class
Students will submit their link to their journal entry in Schoology.
Days 2 & 3:
Present students with the list of responses for traits of a successful
group.
Groups will design a lesson (with accompanying handout) using one of
the digital tools provided by the teacher or one of their choosing with
approval from the teacher (see resources). Rough drafts of lesson
submitted by end of Day 3.
Journal Entry Prompt 7.3: Review the compiled list of traits to build a
successful group. Do you feel that you have been demonstrating these
traits? Why or why not? Students will submit their link to their journal
entry in Schoology.
Day 4:
Groups will make corrections to their lesson. Approved groups may
begin recording their lesson.
Day 5:
Last day to record lessons. Upon completion, groups will upload their
lesson to a hosting site and share link with teacher.
Days 6, 7, and 8: (Notes at home and group work in class)
Students will take notes via video and handout on two of the concepts.
During and after the lesson, the designers of the lessons will be walking
around the room helping students and answering their questions
regarding the content. (two lessons for 25 minutes each). Day 8 will only
have one lesson to watch.
(Day 6) Journal Entry Prompt 7.4: Please explain in your own words the
lessons you took notes on today. Students will submit their link to their
journal entry in Schoology.
(Day 7) Journal Entry Prompt 7.5: Please explain in your own words the
lessons you took notes on today. Students will submit their link to their
journal entry in Schoology.
(Day 8) Journal Entry Prompt 7.6: Please explain in your own words the
lesson you took notes on today. Students will submit their link to their
journal entry in Schoology.
Having students journal their thoughts will help students construct their
thoughts into meaning from the concepts and information that they are
presented with (Ong, 2013).
A notes quiz will be taken by each of the students at home/afterschool
for each of the 5 sections including their own topic. These will not be
graded for correctness rather for effort.
According to the Centre for Teaching Excellence at the University of
Waterloo low-stakes quizzes (notes quizzes) or self-assessments
(journals) form an efficient vehicle for giving the student fast and
constructive feedback ("Online activities and," 2014).
Day 9:

Created by Cynthia Conn, Northern Arizona University, Educational Technology Program, January 5, 2007, Revised July 5, 2010.

Review concepts with teacher created review

Day 10: Unit 7 Assessment

Final Scoring using rubric:

Support for Diverse Learners:

By watching the lessons at home, English Language Learners are able

to focus their effort at home on the lower levels of Blooms Taxonomy
while outside of the group learning environment. In class, the students
and teacher can focus on the higher levels of the taxonomy (Hamdan,
McKnight, McKnight & Arfstrom, 2013).

Resources:

Schoology: https://schoology.com
For the class, students are already enrolled in a Schoology class.
Schoology is a Learning Management System designed as an online
classroom environment.
Penzu: https://penzu.com/
Penzu is a free online journal. Each student will have their own account
that is only viewable by them. Each time they create a journal post for
our class, they will need to share the public link with the teacher. They
would provide that link in the assignment for that journal post in
Schoology.
Lesson recording options:
http://flippedclass.com/tools/videocreationtools/
Apple iPads (class set)
Campus IT support

Created by Cynthia Conn, Northern Arizona University, Educational Technology Program, January 5, 2007, Revised July 5, 2010.

References:

Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. (2013). A

review of flipped learning. Report, George Mason University,
Pearson's Center for Educator Learning & Effectiveness, and
Flipped Learning Network. Retrieved from
http://researchnetwork.pearson.com/wpcontent/uploads/LitReview_2014_FlippedLearning_vFinal_JK_
WEB.pdf
Online activities and assessment for the flipped classroom. (2014).
Retrieved from https://uwaterloo.ca/centre-for-teachingexcellence/teaching-resources/teaching-tips/lecturing-andpresenting/delivery/online-activities-and-assessment-flippedclassroom
Ong, R. Centre for Educational Development, (2013).The role of
reflection in student learning: a study of its effectiveness in
complementing problem-based learning environments.
Retrieved from Republic Polytechnic website:
http://www.myrp.sg/ced/research/papers/role_of_reflection_in_
student_learning.pdf

This Lesson Plan Template was adapted from the template provided by Dr. Stephen Mills in Using the Internet for Active Teaching
and Learning (2006, p. 13-14) and TaskStream (http://www/taskstream.com).

Created by Cynthia Conn, Northern Arizona University, Educational Technology Program, January 5, 2007, Revised July 5, 2010.