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TPACK/ SAMR ACTIVITY DESIGN

Yourassignmentistodesignalesson/activitythatincorporatestheelementsofTPACK,
orSAMR,standards,andafocusonspecifictechnologythatwillhelptheclassin
meetingyourteachinggoals.(Hereisalistofclassroomtoolsifyouneedideas).
**Refertothegradingrubricinthesyllabusforassignmentexpectations.Acomplete
sentenceisappropriateforshortresponses.Aparagraphlengthresponseisappropriate
forlongerresponses.

Your name: Neena Brockway


Grade level for the activity: 10th/11th
Content area (math, ELA, science, etc): Math- Algebra 2
Integration model (TPACK or SAMR): TPACK
Technologies integrated:
Calculators: TI-Nspire
Computers/Smart Phone for Internet
YouTube
Activity title: Weve Landed on the Moon- An Exponential Growth Activity
Class demographics (describe your students):
Class of 30 Students-17 Males and 13 Females
60% African-American/40% Caucasian
Activity overview (describe the activity):
The lesson will begin with students answering a few questions as a warm-up on the TINspire calculators. The students will send me their answers on the calculators, allowing
me to give the students instant feedback. The questions will cover different types of
functions that have been covered in the previous activities.

After answering any questions, I will then break the class into groups of two or three
students. I will introduce the lesson, by showing the first sixteen seconds of the YouTube
video- https://www.youtube.com/watch?v=AmFMJC45f1Q. After watching the beginning
of the video, I will then have the students try folding the paper, in half, as many times as
they can. After giving the students a few minutes, I will then introduce the idea of being
able to fold a piece of paper an infinite amount of times. I will also let the students know
that the idea we will be focusing on is the relationship between the number of folds and
the thickness of the paper. I will ask the class, How many times would a person have to
fold a piece of paper, for the thickness of the paper to reach the moon? We will quickly
discuss this idea, and I will ask the students for estimates and record their estimates.
The person who comes the closest will receive some sort of a prize.
Next, I will pass out a paper folding activity, and the students will have enough time to
work and discuss with their partner the questions presented. After approximately 25-30
minutes, the students will present their ideas to the class and describe how they came
about their answers. Once the groups are done presenting, I will share with them the
answer to the moon question and also show the rest of the video.
Activity goal (describe what the activity will accomplish):
The goal for the activity is, when finished, students will be able to correctly model an
exponential growth problem involving two variables.
Standards covered (pick from State, CCSS, NGSS, etc):
HSF.BF.A.1- Build a function that models a relationship between two quantities.
HSF.LE.A.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).
HSF.LE.A.1- Distinguish between situations that can be modeled with linear functions
and with exponential functions.
Procedure (describe the steps students will follow):
Students will begin by answering the warm-up questions on the calculators. Once the
students are placed into their groups, we will then watch the beginning part of the video.
After a brief discussion, the groups will come up with an estimate to the following
questions:
How many times would a person have to fold a piece of paper, for the thickness of the
paper to reach the moon?
Afterwards, I will pass out the activity (https://drive.google.com/open?
id=1OjLr8t1EmsFwH_FdBpm08ivWhNiv2dtBUcNSlZz9_cw) that the groups will work on
for 25-30 minutes. Students will be able to use the internet to research some information

that is necessary to answer the questions (i.e. distance to the moon, thickness of the
paper, etc.).
The different groups will then present their findings.
Finally, the students will watch the rest of the video.
Assessment (describe how you will assess student understanding):

I will observe the students as they complete the activity in groups.


I will give the students homework to complete so I can have a better idea of who
understands the material.
I will observe the students present their process they used to solve the problems.

Personal reflection (discuss how the activity you designed covers TPACK/SAMR
principles):
I feel that the activity that I am using covers TPACK quite well. The three areas of
technology, pedagogy, and content are not separate entities, but they are all intertwined.
The students will be working in groups and using discovery, to grasp the idea of an
exponential model. Technology cannot just be thrown into a lesson and have it benefit
students. There has to be direction and purpose for the technology to be useful. The
students are using a knowledge of technology that they already have to discover topics
in the content area of mathematics. The setup of a lesson is key to the success of the
lesson. If there is good balance of the three principles of TPACK, then the odds of a
lesson succeeding definitely go up!

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