Project1-1 2 Instructionaldesign

1
INSTRUCTIONAL DESIGN UNIT

BIG 6
&
LINEAR EQUATIONS
CARI GOLDEN
RHONDA NOLIN
SUZANNE SULLINS
LM 555 - INSTRUCTIONAL DESIGN
DR. BETTY J. MORRIS
JACKSONVILLE STATE UNIVERSITY
SPRING 2014
2
Design Team ntroduction
Unit Background
Eight Principles of nstructional Design
Evaluation of the Steps in the nstructional Design Process
Needs Assessment
Learner Analysis
nstructional Objectives
Assessment of Student Performance
Strategies and Activities Development
Materials Selection
mplementation
Summary
Assessment Procedure
Educational Goals: Alabama Course of Study-Mathematics, Grade 9-12, Algebra
Pre-Assessment
Formative Assessment
Summative Assessment
Posttest
Slope Summative Evaluation
Project Rubric
Correlation between Technology Standards and Alabama Course of Study
Correlation between nformation Literacy Standards and Alabama Course of Study
Lesson Plans
Slope Unit Lesson Plan 1
Lesson Plan 1 - Handout
Silent Bingo Game Card
Silent Bingo Game Problems
Slope Unit Lesson Plan 4 & 5
BG6 Research Model
BG 6 Lesson Handout
BG 6 - nfographic Directions
Big6
Writing Process
Feedback & Evaluation
Summary of nstruction
Content Analysis
Explanation of the content cluster analysis
References
3
0esIgn Team ntroductIon
This instructional design team was made up of three individuals from various backgrounds.
All hold a Bachelor's Degree. Two have a Master's Degree in Education. Two degrees are in
mathematics and one degree is social studies, all three individuals are pursuing Master's
Degrees in Library Media. The instructional team has a total 47 years of experience in a
middle/high school classroom setting. The team consisted of one middle school teacher, one
high school teacher and one library/media specialist.
The goal of the design team was to use the principles of instructional design to work together in
designing a unit on linear equations. The team chose to focus on linear equations due to the fact
it is both an Alabama Course of Study Objective for Mathematics and a Common Core Standard
for Mathematics. n addition, the unit on linear equations leads to the unit solving systems of
equations. Therefore, it is imperative that students learn how to write and graph linear equations
to prepare for future lessons within the Algebra curriculum. Furthermore, graphing linear
equations is a fundamental concept that will be addressed in greater depth in all of the
subsequent high school mathematics courses (i.e., Geometry, Algebraic Connections, Algebra
, Pre-Calculus, Calculus and Statistics). n order to satisfy graduation requirements for the
state of Alabama, students will be required to master Algebra , Geometry, and at least two
additional advanced mathematics courses.
UnIt 8ackground
This eight day unit is part of a three week unit that encompasses all areas of writing and
graphing linear equations. The design team collaborated extensively to develop a comprehensive
unit that utilizes the key components of the Big 6 information literacy research model. Our
instructional design unit was developed to introduce a new way of presenting this generally
boring topic and bring out a method that students will appreciate a great deal more than the
traditional method of learning about slope. The design team identified and measured areas in
need of improvement for ninth grade Algebra students prior to the development of the unit. n
addition, the team analyzed student learning styles, available resources, and the environmental
setting. These important steps allowed the team to determine specific methods to achieve
improvement and make decisions regarding the priorities of the unit. Furthermore, it is predicted
that by incorporating the information literacy model, the Big 6, students will attain a higher degree
of understanding of linear equations, their graphs, and real-world applications associated with
the concept of slope. Finally, the student centered lessons are designed to motivate learners,
both intrinsically and extrinsically.
4
EIght PrIncIples of nstructIonal 0esIgn
This chart contains a brief summary of each step of the design process and the roles of the
teacher and the media specialist. Additional details and supplementary resources can be found
immediately following this chart and on our website: www.linearequationsunit.weebly.com/
Step or Phase Type of Information Describe Teacher
RoIe
Describe Media
SpeciaIist or
TechnoIogy
SpeciaIist RoIe
Step 1 - Needs
Assessment
Phase 1 - Generate
Goals
Find rate of change
from tables
Find slope
Write and graph
equations in
point-slope form
Write and graph
equations in
slope-intercept form
Look at needs
assessment to
determine what areas
are lacking.
Look at needs
assessment to
determine what areas
are lacking.
Phase 2 - Rank
Goals
1. Find slope
2. Find rate of change
3. Write and graph
equations in
slope-intercept
form
4. Write and graph
equations in
point-slope form
Compare
weaknesses to the
course of study to
determine the
importance of the
goals.
Assist teacher in
analyzing
weaknesses, goals,
and the course of
study.
Phase 3 - Determine
Extent to Which
Goals have already
been met - Assess
Prior Knowledge
Use a Getting Started
assignment to
assess students'
prior knowledge.
Administer
pre-assessment
assignment and
analyze results.
Assist teacher in
analyzing results.
Phase 4 - Prioritize
Needs
Linear equations and
all of their properties
are foundational
objectives for all high
school level math
classes. Linear
Decide on the needs
of the students based
on the curriculum,
material already
taught, and previous
test scores.
Develop an
instructional plan
based on the Big 6
research model
appropriate for linear
equations.
5
functions are the
most basic function
of all algebraic
functions. t is
important for the
student to learn the
characteristics of a
linear function such
as slope (increasing
and decreasing
behaviors), x- and
y-intercepts, end
behavior, maximum
/minimum values,
symmetry, and
vertical/horizontal
translations. The
characteristics
remain true for all
other functions (i.e.,
quadratic, polynomial,
rational, radical,
absolute value, and
exponential) and
students will be able
to apply previous
knowledge acquired
to more complex
equations and
functions.
Step 2 - Learner
AnaIysis
Student Learning
Styles
Students will take an
online learning styles
inventory at
http://www.edutopia.o
rg/multiple-intelligenc
es-learning-styles-qui
z
Assist students in
accessing the
website and starting
the test.
Monitor students as
they take the test.
Analyze results of the
test to better prepare
lessons.
Assist the teacher in
locating the the
website and assist
students as they
access the site.
Environmental
Analysis
Learning Area:
Tables for
The teacher will
provide the
See that lab
computers are
6
students to
work
Computer lab
with internet
Noise level:
Students will
monitor noise
level through
use of a red
light. f the red
light
illuminates the
students are
too loud.
Manipulatives:
Rulers
Calculators
manipulatives and
monitor noise level.
running correctly and
monitor students as
they test.
Step 3 -
InstructionaI
Objectives
Primary Objectives 1. All students will be
able to find the slope
of a line
2. All students will be
able to find the rate of
change from a table
able to write and
graph equations in
able to write and
graph equations in
point-slope form
Teach students in a
way that will allow
each student to
accurately meet the
objectives.
Provide enrichment
activities to enhance
student learning.
Re-teach areas
observed to be weak.
Assist the teacher on
implementing
information literacy
lessons.
Content Analysis See Content Analysis
Cluster Chart
See Content Analysis
explanation
See Content Analysis
explanation
Step 4 -
Assessment of
Student
Performance
Assessment 1. Getting Started Administer Help teacher develop
7
Strategies pre-assessment
2.Formative
Evaluations:
Observations
Student
response
Exit Card
3. Summative
Evaluations:
Posttest
pre-assessment and
posttest.
Conduct formative
evaluations.
Evaluate student
tests.
posttest.
Step 5 - Strategies
and Activities
DeveIopment
Resources Computers
Algebra : Common
Core by Pearson
Library Books
Encyclopedias
Periodicals
Assemble all
materials for lessons.
Assist in gathering
and organizing
materials.
Activities Measuring stairs to
find slope
Note taking
Graping and
presenting in pairs
BNGO
Guide students
during activity.
Co-teach with the
teacher on
skills.
Step 6 - MateriaIs
SeIection
Materials to Use Graph Paper
Computers
Markers
Rulers
Pencils
Gather and provide all
materials for each
lesson.
Assist in gathering
and organizing
materials for each
activity.
Step 7 -
ImpIementation
(Lesson PIan)
Correlation to
Alabama Course of
Study to Technology
Standards
F.LE.1.b
F.F.7.a
F.LE.2
Correlation of
Alabama Course of
Compare lesson
objectives to the
Alabama Course of
Study for
Mathematics.
Compare lesson
objectives to the
technology course of
study.
8
Study to Technology
Standards.
(See Below)
Correlation of
Alabama Course of
Study to nformation
Literacy Standards
Correlation of
Alabama Course of
Study to nformation
Literacy Standards
(See Below)
Compare lesson
objectives to the
Alabama Course of
Study for
Mathematics.
Compare lesson
objectives with the
standards.
Primary nstructional
Objectives
able to find the slope
of a line
able to find the rate of
change from a table
able to write and
graph equations in
able to write and
graph equations in
point-slope form
Teach students in a
way that will allow
each student to
accurately meet the
objectives.
Provide enrichment
activities to enhance
student learning.
Re-teach areas
observed to be weak.
Assist the teacher on
implementing
lessons.
Describe Learner
Group
The mathematics
class consists of
twenty-three first year
ninth graders.
Fourteen of the
students are girls and
nine are boys.
Eleven students
receive free or
reduced lunches.
Three students
receive special
education services.
The class is a regular
Algebra class and
therefore, no
students are
identified as gifted.
The population
consists of fifteen
caucasians, five
African Americans,
The teacher will
provide the media
specialist with the
demographics of the
classroom
population.
The media specialist
will ensure that all
students have
equitable access to
all library resources
and services.
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two Asian student,
one Hispanic student.
Pretest/Assess Prior
Knowledge
Students will take the
STAR math test in
the Fall, winter and
spring term. n
addition, students will
take the STAR Math
test prior to the start
of this unit to assess
progress and identify
current weaknesses.
Students will
complete a self
assessment in which
they will rate his/her
perceived skill level of
fifteen linear equation
concepts.
Students will be given
a pre-test that
consists of ten open
ended questions.
Four questions build
from previous
lessons, four
questions can be
answered with
context clues and two
questions are from
new material.
Teacher will give
each student their
access code and
assist students with
login.
The teacher will
administer the self
assessment and
pre-test and use the
result to plan the
lesson
will make sure
computers are on the
Star Math website
ready for students to
sign in and assist
teacher with login
problems.
will help the teacher
analyze the the self
assessment and
pre-test results.
Motivating Activity The teacher will begin
the lesson with the
Slope Song YouTube
Video. Each group
will measure two
steps of a staircase.
Measure the height
and depth of each
step with a ruler.
Record your
measurements.
Assist students in
measurement of
staircase. Lead class
discussion of
measurement
comparisons. This
discussion will also
give the teacher
ideas for instruction
and identify areas of
weakness.
Assist teacher with
video.
Monitor and aid
students in
measurement of
staircases.
10
Sketch the staircase
(two steps) and label
each step with the
appropriate
measurement.
Description of
Lesson Presentation
See Lesson Plans
(Below)
Teach the unit
lessons, provide
manipulatives and
reteach when
necessary
Assist teacher in
teaching lessons.
Work with small
groups.
Big6 Research Model See Big 6 (Below) Assist the media
specialist in carrying
out the lesson.
Teach the steps in
the model and assist
the students in
carrying out the
research process.
Provision for
Participation
Accommodations will
be made so all
students can
participate in all
lessons.
Ensure that individual
student needs are
met.
Assist teacher in
making sure any
special materials are
readily available.
Posttest/Assessment
of Learning
See Assessments
(Summative and
Formative)
Administer posttest
and assess results.
Assist teacher with
analyzing the result of
the post-test.
Summary of
nstruction
See Summary of
nstruction
Completed by
teacher after
assessing posttest.
Media specialist will
collaborate with
teacher in identifying
weaknesses and
strengths of the
lesson and the
effectiveness of the
unit.
Step 8 - EvaIuation
Evaluation The same test was
used for the pre and
posttest. The average
score on the pretest
was 45 percent. The
posttest scores
increased to an
average of 75
Review and compare
the results of the pre
and posttest to use
as materials for
evaluating the unit.
Analyze the self
assessments to
ensure students
After the teacher has
completed
evaluations the media
specialist will review
the results and find
areas of strength and
weaknesses.
11
percent. The self
assessment ratings
also increased, as
students rated
themselves more
proficient in many of
the skills. The project
proved to be a
success, which was
visible through both
formative and
summative
assessments. The
infographics lesson
and presentation was
an exciting and
beneficial way to
study and learn about
slope.
remained at the
same or were above
the initial rating
Evaluation of Each
Step in the Process
See Evaluations
EvaluatIon of the Steps In the nstructIonal 0esIgn Process
Needs Assessment
The design team was motivated to work together in designing a unit on linear equations by using
the principles of instructional design. The team chose to focus on linear equations due to the fact
it is both an Alabama Course of Study Objective for Mathematics and Common Core Objective
for Mathematics. n addition, the unit on linear equations leads to the unit solving systems of
equations. Therefore, it is imperative that students learn how to write and graph linear equations
to prepare for future lessons within the Algebra curriculum. Furthermore, graphing linear
equations is a fundamental concept that will be addressed in greater depth in all of the
subsequent high school mathematics courses (i.e., Geometry, Algebraic Connections, Algebra
, Pre-Calculus, Calculus and Statistics). n order to satisfy graduation requirements for the
state of Alabama, students will be required to master Algebra , Geometry, and at least two
additional advanced mathematics courses. The weakness of the needs assessment was we
relied heavily on the course of study and what students will need to know for future mathematics
courses instead of focusing on STAR Math results which show the level each student performs.
We could have improved by focusing more on the STAR Math results in order to get a better
understanding of where the class was performing as a whole.
12
Learner AnaIysIs
Students completed an online learning styles inventory at
http://edutopia.org/multiple-intelligences-learning-styles-quiz. t was important to insure that
students visited only the teacher-approved websites, and used only the teacher-approved
software and -Pad apps. The media specialist was able to monitor on-task behavior through the
Lanschool Management Software. The weakness in our learner analysis was some of the
students did not take it as serious as they should and their results did not accurately reflect their
learning style. We could have improved by stressinging the importance of the learning style quiz
forcing students to take it more seriously.
InstructIonaI DbjectIves
A strength of our instructional goals was to "chunk" the lesson into smaller units. Students at all
grade levels can use chunking exercises to remember and recall important information.
Chunking details and information helps to overcome short-term memory capacity limitations,
allowing the brain to process more items into long-term memory. Students can then recall what
they learned for the test and when it's time to apply concepts in real life. Chunking is a method
for grouping and organizing information to make it easier to comprehend and remember. A
weakness in our instructional objectives was the prerequisite that students can graph a line
using a table of values, can solve an equation in terms of y, and can perform basics operations
of rational numbers (fractions). Time must be spent to re-teach these skills, as needed. We
could have improved by reviewing prerequisite concepts prior to starting this unit. Also, students
had trouble measuring during the stairs activity. Review of measurement before the activity is
needed.
Assessment of Student Performance
A strength of our assessment of student performance was that the students were assessed
based directly on the Alabama Course of Study Objective for Mathematics and Common Core
Objective for Mathematics. The use of Exit Cards allowed the teacher and media specialist to
address problems students were having with the lesson. Another strength was the use of the
pre-assessment and post-test that allowed us to be more comparative in our evaluation of
student knowledge. Students were given a posttest that was identical to the pretest given at the
beginning of the unit. Because students had taken the same test teachers were able to analyze
individual student progress. The teachers were able to identify mastery level of specific
concepts as well as which concepts may need additional instruction. n addition to the pretest,
the posttest contained a project that required application of knowledge, high order thinking skills
and technology skills. A weakness of the assessment of student performance would be we did
not take into consideration the lack of student familiarity with APA format for the Big 6 lesson
project. Format may have to be changed to something more familar to the students.
13
StrategIes and ActIvItIes 0eveIopment
The design team collaborated on the choice of appropriate activities to meet the needs of the
students. We based these decisions on the results of the learning styles inventories. The
hands-on activities and manipulatives were effective because they were chosen to address the
various learning styles of the students.

The use of these strategies were effective due to the teacher's guided practice during the
activities and assistance of the media specialist in co-teaching information literacy skills. The
teacher must have a firm grasp on discipline and control of the classroom. t is important to be
prepared for the lesson and collaborate with the media specialist during planning of the lesson.

Without the pre-planning and structure of the lesson these activities could have been a
weakness. The movement of the students to measure the slope of the stairs may be a
weakness in that other classes may be disturbed, if the teacher is unable to keep students under
control.
haterIaIs SeIectIon
Materials selection was adequate for the unit and met the goals and objectives. Students
enjoyed the lesson on measuring the slope of the stairs because they were able to become
engaged in the activity as they participated in the learning process.
A lack of available computers could be a weakness in material selection. With the help of the
media specialist, we gathered and organized materials needed for each activity. The materials
had to be taken up at the end of each class and reorganized for the next class. This may take
up valuable class time, if it isn't a co-teaching experience. Also, the lack of materials could be a
drawback to teachers in another school.
ImpIementatIon
The weakness in the implementation of the unit was the length of time taken. This unit would be
better covered in two weeks due to the length of time certain activities took the students to
complete. Also they would learn to write equations in standard form as well.

The implementation of the unit was enhanced by the relationship of the nstructional Design
Team. The team worked well together to design and implement the unit. While this was a
strength for our team, it could be a weakness for a team that does not work well together.
Another strength was that the design team was able to assess the needs of the students by
using the pretest. This allowed us to analyze individual student progress while presenting the
lesson. t is important that the lesson benefits all types of learners.

14
Summary
The goal of the design team was to use the principles of instructional design to work together in
designing a unit on linear equations. Our instructional design unit was developed to introduce a
new way of presenting this generally boring topic and bring out a method that students would
appreciate a great deal more than the traditional method of learning about slope. The design
team identified and measured areas in need of improvement for ninth grade Algebra students
prior to the development of the unit. n addition, the team analyzed student learning styles,
available resources, and the environmental setting. The unit proved to be educational and
entertaining for the students.

The same test was used for the pre and posttest. The average score on the pretest was 45
percent. The posttest scores increased to an average of 75 percent. The self assessment
ratings also increased, as students rated themselves more proficient in many of the skills. The
project proved to be a success, which was visible through both formative and summative
assessments. The infographics lesson and presentation was an exciting and beneficial way to
study and learn about slope. The design team concluded that the lesson was a success due to
student involvement, teacher collaboration, chunking the lesson into smaller units, and peer
group work. The team believes that with the incorporation of the information literacy model and
the Big 6 students attained a higher degree of understanding of linear equations and real-world
applications associated with the concept of slope.

Assessment Procedure
EducatIonaI CoaIs: AIabama Course of Study-hathematIcs, Crade -12,
AIgebra I
ALGEBRA
Creating Equations:
Creating equations that describe numbers or reIationships.
12.) Create equations and inequalities in one variable, and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and exponential
functions. [A-CED1]
Reasoning with Equations:
SoIve equations and inequaIities in one variabIe.
17.) Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters. [A-RE3]
15
FUNCTIONS
Interpreting Functions:
AnaIyze functions using different representations.
31.) Graph functions expressed symbolically and show key features of the graph, by hand in
simple cases and using technology for more complicated cases.* [F-F7]
Linear, Quadratic, and ExponentiaI ModeIs:
Construct and compare Iinear, quadratic, and exponentiaI modeIs and soIve probIems.
37a.) Prove that linear functions grow by equal differences over equal intervals, and that
exponential functions grow by equal factors over equal intervals. [F-LE1a]
37b.) Recognize situations in which one quantity changes at a constant rate per unit interval
relative to another. [F-LE1b]
STATISTICS AND PROBABILITY
Interpreting CategoricaI and Quantitative Data
Interpret Iinear modeIs.
46.) nterpret the slope (rate of change) and the intercept (constant term) of a linear model in the
context of the data.
InstructionaI Objective:
At the end of seven 50 minute class periods, students will be able to calculate slope given two
point or from a graph. Students will be able to write and graph equations in slope intercept form
and point-slope form.
EnabIing Objectives:
The student should be able to calculate slope given two points, from a graph, and from an
equation.
The student should be able to determine the rate of change
The student should be able to write and graph equations in slope-intercept form.
The student should be able to write and graph equations in point-slope form.
Pre-assessment:
Prior to any class discussions on slope students will be given a pre-assessment to determine
their current knowledge of the concept of slope and linear equations. The pre-assessment will
be administered through STAR as well as a short written self assessment (15 items) and
teacher made pre-test (10 items).
16
Pre-Assessment
OnIine Pre-Assessment
Students wiII take the STAR Math test prior to starting this unit. Scores wiII be
interpreted by the teacher and the Library Media SpeciaIist to properIy pIan Iessons
accordingIy.
Written Pre-Assessment of Linear Equations and Graphs
Part I SeIf Assessment
Directions: CircIe the number that best resembIes your knowIedge of the foIIowing.
1- expert 2- above average 3- average 4- beIow average 5- never seen
1. SIope 1 2 3 4 5
2. Rate of Change 1 2 3 4 5
3. SIope-Intercept Form 1 2 3 4 5
4. Linear Equation 1 2 3 4 5
5. Y-Intercept 1 2 3 4 5
6. X-Intercept 1 2 3 4 5
7. Standard Form 1 2 3 4 5
8. Point-SIope Form 1 2 3 4 5
9. ParaIIeI Lines 1 2 3 4 5
10. PerpendicuIar Lines 1 2 3 4 5
11. ReciprocaI 1 2 3 4 5
12. Scatter PIots 1 2 3 4 5
13. Line of Best Fit 1 2 3 4 5
14. CorreIation 1 2 3 4 5
15. TransIations 1 2 3 4 5
Part II - Pre-test
Directions: Answers the foIIowing questions to the best of your abiIity. PIease show
your work.
1. Find the sIope between (2, 11) and ( 5, 7).
2. What is the sIope of the Iine y = 4x + 1?
17
3. Can a horizontaI Iine have a sIope?
4. What is the y-intercept of the Iine y = -2x - 7.
5. Write the foIIowing Iine in sIope-intercept form -5x - y = 13
6. Draw two perpendicuIar Iines.
7. Draw two paraIIeI Iines.
8. What is the negative reciprocaI of -2?
9. Draw a Iine representing a positive correIation.
10. TransIate the graph y = |x| up 2.
18
FormatIve Assessment
Day 1
Activity: Pre-Assessments and self-assessment.
Formative Assessment: Results of the pre-assessment tools.
Day 2
Activity: Class discussion on what the slope stands for and what it represents. How to
graph the slope. Students will then be put in groups for the slope activity. During this activity,
students will measure and find the slope of a set of stairs.
Formative Assessment: Student response to teacher's questions during lesson and activity
worksheet answers.
Day 3
Activity: Students will learn to write equations in slope intercept form and identify slope and
y-intercept of equations in slope-intercept form. Class will take notes on slope-intercept form of a
line. Students will play Silent BNGO.
Formative Assessment: Student answers to Silent BNGO.
Day 4
Activity: Students will learn to write and graph equations in slope intercept form. Class will take
notes on slope-intercept form of a line. Students will be placed in pairs and given a line to graph
on oversized graph paper. Each pair will present their graph to the class.
Formative Assessment: Student presentation of graphs.
Day 5:
Activity: Students will research slope, rate of change, and linear equations using books,
encyclopedias, nternet, and online reference sources using the Alabama Virtual Library.
Formative Assessment: Observation and oral open-ended questioning.
Day 6
Activity: Students will compile research into an nfographic noting the important facts gathered.
Formative Assessment: Observation and oral questioning.
19
Day 7
Activity: Students will complete and present infographics to other class members.
Formative Assessment: Observation and oral questioning.
Summative Assessment: Rubric - Student presentations of infographics.
Day 8
Activity: Posttest and self assessment
Summative Assessment: Results of posttest and self assessment.
SummatIve Assessment
The summative assessment wiII be based on the foIIowing instructionaI objective:
At the end of seven 50 minute class periods, students will be able to calculate slope
given two point or from a graph. Students will be able to write and graph equations in
slope intercept form and point-slope form.
Summative Assessment Activity
Students will be given a posttest that is identical to the pretest given at the beginning of the unit.
Because students have taken the same test teachers will be able to analyze individual student
progress. Teacher will be able to identify mastery level of specific concepts as well as which
concepts may need additional instruction. n addition to the pretest, the posttest will contain a
project that requires application of knowledge, high order thinking skills and technology skills.
The teacher will evaluate the infographic presentation using a rubric.
The following pages contain the summative evaluation and the grading rubric.

20
Posttest
SIope SummatIve EvaIuatIon
Name_____________________________________
Part I - SeIf Assessment
Directions: CircIe the number that best resembIes your knowIedge of the foIIowing.
RATING SCALE
1- EXPERT 2- ABOVE AVERAGE 3- AVERAGE
4- BELOW AVERAGE 5- NEVER SEEN
1. SIope 1 2 3 4 5
2. Rate of Change 1 2 3 4 5
3. SIope-Intercept Form 1 2 3 4 5
4. Linear Equation 1 2 3 4 5
5. Y-Intercept 1 2 3 4 5
6. X-Intercept 1 2 3 4 5
7. Standard Form 1 2 3 4 5
8. Point-SIope Form 1 2 3 4 5
9. ParaIIeI Lines 1 2 3 4 5
10. PerpendicuIar Lines 1 2 3 4 5
11. ReciprocaI 1 2 3 4 5
12. Scatter PIots 1 2 3 4 5
13. Line of Best Fit 1 2 3 4 5
14. CorreIation 1 2 3 4 5
15. TransIations 1 2 3 4 5
Part II - Posttest
Directions: Answers the foIIowing questions to the best of your abiIity. PIease show
your work.
1. Find the sIope between (2, 11) and ( 5, 7).
2. What is the sIope of the Iine y = 4x + 1?
3. Can a horizontaI Iine have a sIope?
21
4. What is the y-intercept of the Iine
y = -2x - 7
5. Write the foIIowing Iine in sIope-intercept form
-5x - y = 13
6. Draw two perpendicuIar Iines.
7. Draw two paraIIeI Iines.
8. What is the negative reciprocaI of -2?
9. Draw a Iine representing a positive correIation.
10. TransIate the graph y = |x| up 2.
22
23
Project PubrIc
24
CorrelatIon between Technology Standards and Alabama Course of Study
Content Area Mathematics/AIgebra I Grade LeveI: 9th
Content Area Section or Topic:

TechnoIogy Standard ACS# and Statement Specific Content
Standard 1
Basic operations and concepts
Indicator 1
Students demonstrate a sound
understanding of the nature and
operation of technoIogy
systems.
Construct and compare
Iinear, quadratic, and
exponentiaI modeIs and
soIve probIems.
37b.) Recognize situations in
which one quantity changes at
a constant rate per unit
interval relative to another.
[F-LE1b]
Students
demonstrate
understanding as
they power on/off
computers, use
audio and video
components, and
other externaI
devices.
Indicator 2
Students are proficient in the
use of technoIogy.
soIve probIems.
[F-LE1b]
CompIetion of STAR
test, onIine research,
pIaying onIine
games, and
infographic project.
Standard 2
SociaI, ethicaI, and
human issues
Indicator 1
Students understand the ethicaI,
cuIturaI, and societaI issues
reIated to technoIogy.
soIve probIems.
CIass discussion
about ethicaI issues
wiII cover this
indicator.
25
[F-LE1b]
Indicator 2
Students practice responsibIe
use of technoIogy systems,
information, and software.
soIve probIems.
[F-LE1b]
Teacher wiII
demonstrate and
discuss the proper
way to handIe
technoIogy systems,
information, and
software responsibIy.
Indicator 3
Students deveIop positive
attitudes toward technoIogy
uses that support IifeIong
Iearning, coIIaboration, personaI
pursuits, and productivity.
soIve probIems.
[F-LE1b]
Students are
motivated to use
iPad apps and to
create visuaI
graphics using
current and
emerging software
tooIs.
Standard 3
TechnoIogy productivity tooIs
Indicator 1
Students use technoIogy tooIs
to enhance Iearning, increase
productivity, and promote
creativity.
soIve probIems.
[F-LE1b]
Infographic
presentations wiII
cover this indicator
by aIIowing students
to be more
productive and
creative.
Indicator 2
Students use productivity tooIs
to coIIaborate in constructing
technoIogy-enhanced modeIs,
prepare pubIications, and
produce other creative works.
soIve probIems.
[F-LE1b]
Working
coIIaborativeIy in
groups on
infographic
presentations wiII
incIude this
indicator.
26
Standard 4
TechnoIogy
communications tooIs
Indicator 1
Students use
teIecommunications to
coIIaborate, pubIish, and interact
with peers, experts, and other
audiences.
soIve probIems.
[F-LE1b]
Each group wiII
share their
infographic
presentations to
communicate.
Students wiII aIso
use emaiI, teacher's
web page, bIog posts
and other sociaI
media sites to
communicate with
others about their
project.
Indicator 2
Students use a variety of media
and formats to communicate
information and ideas effectiveIy
to muItipIe audiences.
soIve probIems.
[F-LE1b]
Students wiII use
emaiI, web pages,
bIog posts, facebook,
twitter, and other
media outIets.
Standard 5
TechnoIogy research tooIs
Indicator 1
Students use technoIogy to
Iocate, evaIuate, and coIIect
information from a variety of
sources.
soIve probIems.
[F-LE1b]
Web sites, books,
CDs
Indicator 2
Students use technoIogy tooIs
to process data and report
resuIts.
soIve probIems.
Infographics are the
means of taking data
and reporting it in a
visuaI format.
27
[F-LE1b]
Indicator 3
Students evaIuate and seIect
new information resources and
technoIogicaI innovations based
on the appropriateness for
specific tasks.
soIve probIems.
[F-LE1b]
Students wiII have
opportunities to
choose new
information
resources and wiII be
creating infographics
which is an
innovative way to
present materiaI.
Standard 6
TechnoIogy probIem-soIving
and decision-making tooIs
Indicator 1
Students use technoIogy
resources for soIving probIems
and making informed decisions.
soIve probIems.
[F-LE1b]
Students wiII use
iPad apps to heIp
caIcuIate sIope
vaIues. They wiII
aIso use computers
to heIp find correct
data to incIude in
presentation as it
reIates to the topic
they have chosen.
Indicator 2
Students empIoy technoIogy in
the deveIopment of strategies
for soIving probIems in the reaI
worId.
soIve probIems.
[F-LE1b]
Students wiII
research specific
reaI worId events
that reIate to sIope to
be incIuded in the
student made
infographic.
28
CorrelatIon between nformatIon LIteracy Standards and Alabama Course of Study
Content Area Mathematics/AIgebra I Grade LeveI 9th
Content Area Section or Topic:
Information Literacy Standard ACS# and Statement Specific Content
Standard 1
The student who is information
Iiterate accesses information
efficientIy and effectiveIy.
Indicator 1
Recognizes the need for
information
soIve probIems.
a constant rate per unit interval
BIG6 requirement
sheet expIains
information that wiII
be necessary for
research.
Indicator 2
Recognizes that accurate and
comprehensive information is
the basis for inteIIigent
decision making
soIve probIems.
BIG6 requirement
sheet supports the
need for using
accurate information.
Indicator 3
FormuIates questions based on
information needs
soIve probIems.
BIG 6 Research
ModeI.
Students researched
specific topics and
formuIated questions
as to how the
information couId be
29
dispIayed in an
infographic.
Indicator 4
Identifies a variety of potentiaI
sources of information
soIve probIems.
BIG 6 Research
ModeI requirement
sheet waIks students
through identifying
potentiaI sources of
informaiton.
Indicator 5
DeveIops and uses successfuI
strategies for Iocating
information
soIve probIems.
Teacher wiII modeI
this indicator
beforehand.
Teacher wiII check
through ongoing
observations. BIG6
research
requirement sheet.
Standard 2
Iiterate evaIuates information
criticaIIy and competentIy.
Indicator 1
Determines accuracy,
reIevance, and
comprehensiveness
soIve probIems.
Infographic grading
rubric wiII assess the
IeveI of accuracy,
reIevance and
thoroughness of the
infographic research.
Indicator 2
Distinguishes among fact, point
of view, and opinion
soIve probIems.
EIements wiII be
identified in
research. Teacher
and media speciaIist
wiII assist students in
identifying the
different types voice.
Indicator 3
Identifies inaccurate and
Discussion of
editoriaIs, sociaI
30
misIeading information exponentiaI modeIs and
soIve probIems.
websites and the
importance of
Iocating reIiabIe
sources.
Indicator 4
SeIects information appropriate
to the probIem or question at
hand
soIve probIems.
The requirement
sheet wiII Iead
students in choosing
appropriate
information to
incIude in their
research.
Standard 3
Iiterate uses information
accurateIy and creativeIy.
Indicator 1
Organizes information for
practicaI appIication
soIve probIems.
Web and print
sources wiII heIp
students to arrange
information in a
IogicaI order.
Indicator 2
Integrates new information into
one's own knowIedge
soIve probIems.
Creating an
infographic
presentation wiII
aIIow students to
make information
their own.
Indicator 3
AppIies information in criticaI
thinking and probIem soIving
soIve probIems.
Research and
creation of the
infographic wiII aIIow
students to use both
criticaI thinking and
probIem soIving
skiIIs.
31
Indicator 4
Produces and communicates
information and ideas in
appropriate formats
soIve probIems.
Creating an
infographic
presentation wiII
aIIow student to
produce and
communicate the
information they
have Iearned.
Standard 4
The student who is an
independent Iearner is
information Iiterate and
pursues information reIated to
personaI interests.
Indicator 1
Seeks information reIated to
various dimensions of personaI
weII-being, such as career
interests, community
invoIvement, heaIth matters,
and recreationaI pursuits
soIve probIems.
Discussion of the
recent mudsIide wiII
aIso be reIevant to
the Iesson. Skiing,
snowboarding,
skateboarding and
other recreationaI
activities wiII be
discussed as reIated
to sIope. Students
wiII seek topics of
interest to create
their infographic.
Indicator 2
Designs, deveIops, and
evaIuates information products
and soIutions reIated to
personaI interests
soIve probIems.
Students wiII have an
opportunity to
investigate further
when creating the
infographic.
Standard 5
appreciates Iiterature and other
32
creative expressions of
information.
Indicator 1
Is a competent and
seIf-motivated reader
soIve probIems.
In order to compIete
the research,
students must be
competent readers.
Indicator 2
Derives meaning from
information presented
creativeIy in a variety of formats
soIve probIems.
Students wiII be
introduced to various
types of infographics
and wiII view
infographics created
by cIassmates.
Indicator 3
DeveIops creative products in
a variety of formats
soIve probIems.
Students wiII
research, compiIe
and design their own
infographic.
Standard 6
information Iiterate and strives
for exceIIence in information
seeking and knowIedge
generation.
Indicator 1
Assess the quaIity of the
process and products of
personaI information seeking
soIve probIems.
Used requirement
sheet in order to
assess themseIves
and to assure that
everything was
incIuded and
necessary
33
Indicator 2
Devises strategies for revising,
improving, and updating
seIf-generated knowIedge
soIve probIems.
Using visuaI
activities in order to
heIp them devise a
strategy for revising
their knowIedge.
Standard 7
The student who contributes
positiveIy to the Iearning
community and to society is
recognizes the importance of
information to a democratic
society.
Indicator 1
Seeks information from diverse
sources, contexts, discipIines,
and cuItures
soIve probIems.
Web site sources,
print sources, and
reaI worId exampIes
of sIope and Iinear
equations.
Indicator 2
Respects the principIe of
equitabIe access to information
soIve probIems.
Students wiII
understand the
necessity of having
access to a variety of
information.
Standard 8
practices ethicaI behavior in
regard to
information and information
technoIogy.
34
Indicator 1
Respects the principIes of
inteIIectuaI freedom
soIve probIems.
Students wiII
understand the
ethics invoIved in
using information
from the web.
Indicator 2
Respects inteIIectuaI property
rights
soIve probIems.
Students wiII
understand the
ethics invoIved in
using information
from the web.
Indicator 3
Uses information technoIogy
responsibIy
soIve probIems.
Requirement sheet
wiII be discussed in
order to aIIow
students to use
technoIogy
information
responsibIy.
Standard 9
participates effectiveIy in
groups to pursue and generate
information.
Indicator 1
Shares knowIedge and
information with others
soIve probIems.
Infographic
presentation to the
cIass wiII aIIow them
to share their
knowIedge.
Indicator 2 Construct and compare
Students must be
35
Respects others' ideas and
backgrounds and
acknowIedges their
contributions
soIve probIems.
respectfuI of the
creativity and ideas
of their cIassmates
as they present their
infographics.
Indicator 3
CoIIaborates with others, both
in person and through
technoIogies, to identify
information probIems and to
seek their soIutions
soIve probIems.
Working in groups on
their infographics
presentations wiII
aIIow students to
coIIaborate.
Indicator 4
CoIIaborates with others, both
in person and through
technoIogies, to design,
deveIop, and evaIuate
information products and
soIutions
soIve probIems.
Working in groups
on their infographics
during cIass time and
through
communications at
home wiII aIIow
students to work
coIIaborativeIy.
36
Lesson Plans
SIope UnIt Lesson PIan 1
Detective SIope - An Investigation of the SIopes of Lines Lesson PIan
Grade: 9
Objective: Students wiII find the sIope of a Iine.
MateriaIs:
Graph paper
Tape measure
Student activity sheet
Computer
Projector
PenciI
Procedures:
1. Teacher wiII begin Iesson with YouTube video - "The SIope Song"
2. Teacher wiII provide motivation by putting students in pairs and having them
measure the height and depth of two steps of a staircase and record on activity
sheet.
3. Teacher wiII discuss the definition of sIope and work exampIes on how to find
sIope.
4. Students wiII take note during teacher presentation.
5. Students wiII then come back to their activity sheet from the motivating activity
and answer the questions beIow.
6. After sufficient time has been given for the students to compIete the questions,
the teacher wiII Iead cIass discussion of their answers.
Time: 50 minutes
Attachments: Staircase Activity sheet
Formative EvaIuation:
Teacher observation during sIope activity wiII be used as weII as discussion of
student responses to the activity questions.

37
Lesson PIan 1 - Handout
Investigating Stairs Handout
Each group wiII measure two steps of a staircase. Measure the height and depth of each
step with a ruIer. Record your measurements. Sketch the staircase (two steps) and IabeI
each step with the appropriate measurement.

Height Depth
Step 1:
Step 2:
Sketch staircase:

Questions:

1. How couId the measurements be changed to make the staircase steeper?

2. How couId the measurements be changed to make the staircase Iess steep?

3. What is the verticaI distance between the first and Iast steps?

4. What is the horizontaI distance between the first and Iast steps?

5. What is the ratio of your answers the # 3 and #4? How does this ratio compare to
the ratio of the height and depth of a singIe step?

38
SIope-Intercept Lesson PIan
Grade: 9th
Objectives:
Students wiII identify the sIope and y-intercept of a Iine in sIope-intercept form.
Students wiII write Iinear equations using sIope-intercept form.
MateriaIs:
Projector
Computer
Paper
PenciI
BINGO cards and probIems
Procedures:
Teacher wiII introduce the Iesson on sIope-intercept form of a Iine through use of the
textbook and notes on projector.
Students wiII take notes and ask questions during teacher presentation.
Teacher wiII distribute copies of the SiIent Bingo Game Card and the SiIent Bingo Game
ProbIems. Have students pIay the SiIent Bingo Game individuaIIy. TeII students that they
may work the numbered probIems in any order. Once they have compIeted a probIem,
they shouId search for its answer on the Bingo card and pIace the probIem number in
the smaII box directIy above the answer. Whenever a student gets "Bingo," check
his/her game card.
Encourage students to compIete other probIems once they get "Bingo." (Note: If
students work the probIems in order, they wiII need to do most of the probIems to get
"Bingo.")
Time: 50 minutes
Attachments:
SiIent BINGO cards
SiIent BINGO probIems
Teacher observation wiII be used as students compIete SiIent BINGO. Student
response to Iesson presentation wiII be used as weII.
39
SIIent Ingo Came Card
B I N G O
y = 2x + 1
y = x + 3 y = x ~ 1
x = 8 y = 3x ~ 5
y = x + 4
y = ~x
y = ~5x + 11
y = ~x ~ 2
x = 2
y = 3x + 2
y = ~2x + 9
Free
Space
y = 4
y = ~2x + 3
y = x + 6
y = ~x + 1
y = ~2x + 1
y = ~x + 3 y = 6x ~ 8
y = ~3 y = 2 y = 4x + 2
y = x + 1
y = 3x
40
SIIent Ingo Came ProbIems
Find the equation of each Iine in the probIems beIow. Match the equation to the answer
on your game card, and write the number of each probIem in its correct answer box.
1. x + y = 1 2. sIope is undefined ; x-int = 2
3. m = 0; b = -3 4. m = 3; b = 0
5. sIope = -1 y-intercept = 1 6. m = 4 b = 2
7. sIope = 0 y-intercept = 4 8. m = undefined x-intercept = 2
9. sIope = 3 y-intercept = 0 10. sIope = ~ 2 y-intercept = 1
11. m = 2 (1, 3) 12. m = ~1 (~4, 2)
13. m = -5(2, 5) 14. m = 3 (0, 2)
15. m = -1(~3, 2) 16. (2, ~3)(~3, 7)
17. (2, 4) (1, ~2) 18. (0, ~5)(3, 4)
19. (1, 6) (3, ~4) 20. m = 3 (~2, 5)
21. (6, ~3)m = ~2 22. (2, 0) (~2, 6)
23. (12, 2) (7, 2) 24. (8, 1) (8, ~1)
41
Graphing using SIope-Intercept Lesson PIan
Grade: 9th
Objectives:
Students wiII graphing Iinear equations in sIope-intercept form.
MateriaIs:
Computer
Projector
Paper
PenciI
Oversized graph paper with sticky back
Markers
Procedures:
1. Teacher activate prior knowIedge by discussing the Iesson the previous day
2. Teacher wiII introduce graphing Iesson using projector.
3. Students wiII take notes during Iesson.
4. Teacher wiII pIace students in pairs.
5. Teacher wiII then give each pair a piece of oversized graph paper and markers.
6. The teacher wiII assign each pair a Iine to graph on their paper using the markers.
7. After sufficient time has passed for students to graph their Iine, each group wiII
take turns presenting and expIain their graph.
Time: 50 minutes
Attachment:
None
Teacher observation during presentations and expIanations of graphs aIong with
student response to questions during Iesson.
42
SIope UnIt Lesson PIan 4 5
IC6 Pesearch hodeI
BIG 6 Lesson PIan / Infographics
Grade: 9th
Objectives:
Students wiII research topics reIated to sIope and Iinear equations.
Students wiII use the BIG6 research modeI to define the task, determine vaIid
resources, Iocate information, compiIe research and synthesize data to create a
digitaI infographic.
Students wiII evaIuate the quaIity of his/her infographic and the infographics of
cIassmates.
Students wiII present digitaI infographics to cIassmates, the teacher and the
Iibrary media speciaIist.
MateriaIs:
Projector
Computer
Infographic information sheet
ExampIes of steIIar infographics
BIG6 Research ModeI checkIist and pIanning sheet.
Procedures:
1. The teacher wiII introduce the Iesson with an infographic that summarizes the
previous day's Iesson, key terms and concepts.
2. Students wiII take notes, record journaI entries, and activeIy discuss the
questions that are presented in the infographic.
3. The media speciaIist wiII further expIain the components of infographics.
a. What is an infographic?
b. Why use infographic?
c. How do you create an infographic?
d. Types of simpIe infographics?
e. Types of compIex infographics?
f. Effective design eIements of an infographic.
4. The media speciaIist wiII go over the proper way to cite graphics that wiII be used
and when students can not use certain graphics.
5. The media speciaIist wiII go over the creative commons Iicensing guideIines.
43
6. Students wiII foIIow the BIG6 research modeI when researching and gathering
data, and when creating the infographic.
Time: 100 minutes (2 - 50 minute cIass periods)
Attachments:
Lesson infographic
EIements of an infographic - presentation notes
BIG6 research modeI checkIist and project guideIines.
EvaIuation:
Teacher observation wiII be used as students research and gather data.
A rubric wiII be used to graph the student infographics.
44
IC 6 Lesson Handout
(Schrock , 2010)
Library Media SpeciaIist - Presentation - Project Overview
What is an infographic?
VisuaI representations of information, data and knowIedge.
An infographic contains integrated text which combines paragraphs, headings, visuaI
eIements and design features that support and give context to one another.
An infographic contains nonIinguistic interpretations - mentaI pictures, graphic
representations of information, and even physicaI sensations.

Why use infographics?
It promotes visuaI Iiteracy, which is the abiIity to create, interpret, negotiate, and make
meaning from information presented in the form of an image. Infographics can be used
to dispIay your assignment by summarizing the resuIts of your research. The process of
an infographic creation tests your skiIIs in sketching/pIanning, researching and distiIIing
Iarge amount of data, as weII as graphic Iiteracy. The uItimate goaI is to present a Iot of
compIex information in an easy to read format.
How do you create an infographic?
First we wiII Iook at different types of simpIe infographics.
We wiII aIso Iook at more compIex infographics that encompass a compIete concept and
aII of the eIements reIated to the concept. These wiII be the type of infographics you wiII
be creating for your Iinear equation/sIope research project.
45
Types of SIMPLE Infographics
Diagrams
(Ross, 2009)
TimeIines Word Art
(Ross, 2009)
46
Maps, TabIes, Graphs, FIowcharts & Webs
(Ross, 2009)
47
EXAMPLES OF INFOGRAPHICS
INFORMATIONAL (Next Page)
(Vandenbark, 2012)
Source: http://www.youthandmedia.org
48
49
TIMELINE (Ross, 2009)
Source:
http://www.instantshift.com/2009/06/07/infographic-designs-overview-examples-and-best-practic
es/
STATISTICAL BASED (Franchi, 2008)
Source:
http://www.instantshift.com/2009/06/07/infographic-designs-overview-examples-and-best-practic
es/
50
FLOWCHART (Bijkerk, 2011)
Source: http://www.labnol.org/internet/credit-images-flowchart/18943/
The handy flowchart style poster should help you decide whether or not you can a particular
image on your website. f yes, the poster also suggest way on how you can properly credit the
original source of the photograph.
51
IC 6 - InfographIc 0IrectIons
GETTING STARTED ON YOUR INFOGRAPHIC
1. Determine your topic (one that relates to linear equations or slope)
2. Follow the steps in the BG 6 research model.
*As you gather data:
Think about HOW you are going to refine your data and in what way you will represent the data.
A fundamental aspect of this project is that information graphics are interesting because they
reveal differences. For this reason refining them and representing the data derived from their
statistical treatment often reveals aspects that otherwise would be confusing, which often leads
to wrong conclusions.
Once data is refined you will have to choose the most effective visual representation or type of
infographic.
*As you create your infographic:
Remember layout, textures and typography effect the overall feel of your design. Typography is
one of the most important key aspects of any design project. Among other things, effective
typography can enrich the visual appearance by adding graphical elements with the written word.
Also remember that varying the colors, reducing the saturation of what is less important and
increasing it for the most relevant data, modifying the typography, the size of fonts, eliminating
everything that doesn't contribute to showing and clarifying the data (irrelevant grids, redundant
data, and unnecessary labels) without losing relevant information sometimes provides
surprisingly improved results.
52
Ig6
WrItIng Process
Linear Equations & SIope
1 - Task Definition
1. Prewriting- Write the assignment here in your own words:
2. What information do you need to include in your writing assignment? Write a list of questions
to which you need to "find answers.
3. Put a check mark beside any questions on the list above that require you to find information in
an outside source such as a library book or an online database.
2 - Information Seeking Strategies
1. Check all of the possible sources of information that will help you answer the
questions you checked in Big6 #1 Task Definition.
Make a list here:
Books
Encylcopedias
Websites
Personal nterviews
Audio-visual materials (DVDs, CDs, Video, Cassettes)
Periodicals
Other ___________________
2. Put a checkmark beside each item to which you have access and are able to use. f you need
help, ask your media specialist.
3 - Location & Access
1. Check where you will find these sources. Write the location of each source beside each item
on the list in Big6 #2 nformation Seeking Strategies. f it is a website, list the web address.
School library
53
Public or university library
Classroom library
Personal library
Textbooks
Other ______________ ______________ ______________
nternet (List key words)
______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________
4 - Use of Information
How will record the information that find?
Notecards
Notebook papers
Word processor (be sure to give credit to your sources in APA format)
Diagram, charts
Tape recorder
Camera
Smart phone/iPad app
Other ______________ ______________ ______________ ______________
5 - Synthesis
1. Prewriting: You have already completed the note taking part of this step. Brainstorm other
ideas you will include in your paper. Write your ideas using the same type of organizer that you
used for your note taking in Big6 #4.
2. Drafting: Write the first draft of your paper. nclude the notes you took from your sources. Give
credit to all the appropriate sources.
3. Conferencing: Ask your teacher for a content conference. Prepare at least two questions you
would like answered about your paper. Focus on the content of your work rather than the
grammar and spelling at this step.
4. Revising: During this part of the process, you will re-enter your writing. This is an opportunity
for you to "re-see your writing in a different way. Your paper should be more than just a
summary of other peoples ideas or what you found on the nternet. t should represent mostly
your ideas and conclusions. t should be a thoughtful response to the assignment. Make
changes to improve your work.
You may want to combine short sentences and begin to look at your use of grammar.
54
Revising makes good writing even better. Think about scheduling another content conference
with your teacher after you revise your paper. Again, have one or two questions ready to ask
about your paper.
5. Editing: This may be the most important part of the writing process. Your teacher or another
trusted adult should give you ideas about ways to improve your grammar and spelling, if needed.
You need to correct all errors. You may choose to have a peer edit your paper. Choose
someone who is a good writer!
6. Publishing: Use a word processor to publish your final paper. nclude footnotes or
parenthetical references, a bibliography, and any other parts of the paper as assigned. The
bibliography should be arranged in alphabetical order by authors last name. Use APA format for
you bibliography. Ask your teacher or librarian for information about how to write a bibliography.
7. nfographic: Using the information you have compiled from your research, create an
nfographic using Piktochart, nfogr.am, Easel.ly, or other infographic design software.
6 - EvaIuation
Infographic EvaIuation:
You shouId be abIe to answer "yes" to these questions
before you pubIish your project:
s the topic of the infographic specific in nature?
Does the type of infographic support the content being presented?
Are the objects repeated to support various data points and to make it easier for the
viewer to understand the infographic?
Do the data visualization formats make the data presented easy for the viewer to
understand the information?
Does the infographic include fonts to both complement the content and make the text
readable?
Do the color choices enhance the visibility of the infographic?
Does the layout of the infographic adhere to the inverted pyramid style (main point at top,
secondary point, then supporting details)?
Does the infographic utilize one of the LATCH (location, alphabetical, timeline,
55
category, or heirarchy) information organization formats to allow the viewer to understand the
information in the infographic?
Are full bibliographic citations included for all sources used?
PAPER EVALUATION: You shouId be abIe to answer "yes" to each of these questions
before you turn in your paper:
s your final paper a thoughtful response to the assignment?
Does your final paper represent your ideas and conclusions?
s your paper more than just a summary of other peoples ideas?
f you paraphrased or summarized information found in books or magazines, on the nternet, or
from other people, did you cite the source at point of use in your paper (using a footnote or
parenthetical reference)?
Did you give credit to all of your sources in a bibliography?
Did you do everything in the assignment?
Does your bibliography follow the APA format?
s your paper word processed (or very neatly typed or hand-written if you do not have access to
a computer)?
s your paper complete and does it include a title page with heading information (title, your name,
your teachers name, date, etc...).
f your teacher requests these, did you include your notes, copies of each draft,
and an annotated bibliography?
56
Feedback E EvaluatIon
The teacher and media speciaIist wiII perform the evaIuation for the Iesson together.
They wiII meet for within one week of the compIetion of the Iesson. They wiII both take
notes during the Iesson and jot down any probIems that occur or any particuIar strength
they see. Here is a Iist of questions that they wiII consider during and after the Iesson.
1. Was the Iesson organized IogicaIIy for the students?
2. CouId the Iesson be more creative in approach?
3. Was the Iesson pIan detaiIed enough?
4. Was the IeveI appropriate for ninth graders?
5. Did the Iesson meet the objectives stated?
6. Did the students have a chance to appIy what they had Iearned?
7. Did the students find the handouts and exercises understandabIe?
8. Was the timeIine accurate?
9. Did the Iesson incIude aII the materiaIs necessary to teach it?
10. Were the students interested in the Iesson?
11. Did the students work weII together; is there anything that couId be done to improve
this?
12. Did the assessment for the students work weII?
13. What couId be done to better deaI with student Iearning differences?
57
Summary of nstructIon
The goaI of the design team was to use the principIes of instructionaI design to work
together in designing a unit on Iinear equations. Our instructionaI design unit was
deveIoped to introduce a new way of presenting this generaIIy boring topic and bring
out a method that students wouId appreciate a great deaI more than the traditionaI
method of Iearning about sIope. The design team identified and measured areas in need
of improvement for ninth grade AIgebra I students prior to the deveIopment of the unit.
In addition, the team anaIyzed student Iearning styIes, avaiIabIe resources, and the
environmentaI setting. The unit proved to be educationaI and entertaining for the
students.
The same test was used for the pre and posttest. The average score on the pretest was
45 percent. The posttest scores increased to an average of 75 percent. The seIf
assessment ratings aIso increased, as students rated themseIves more proficient in
many of the skiIIs. The project proved to be a success, which was visibIe through both
formative and summative assessments. The infographics Iesson and presentation was
an exciting and beneficiaI way to study and Iearn about sIope. The design team
concIuded that the Iesson was a success due to student invoIvement, teacher
coIIaboration, chunking the Iesson into smaIIer units, and peer group work. The team
beIieves that with the incorporation of the information Iiteracy modeI and the Big 6
students attained a higher degree of understanding of Iinear equations and reaI-worId
appIications associated with the concept of sIope.
58
Content AnalysIs
ExpIanatIon of the content cIuster anaIysIs
For content anaIysis, we created an infographic cIuster chart using Piktochart. We
began with the main concept of Linear Equations. A prerequisite wouId be that students
can graph a Iine using a tabIe of vaIues, can soIve an equation in terms of y, and can
perform basics operations of rationaI numbers (fractions). From here, students are
introduced to the formuIa for caIcuIating sIope (the rate of change). The students wiII be
reminded how to reduce fractions (but Ieave as an improper fraction) when caIcuIating
sIope. Students wiII then progress to Iearning the many different ways of writing an
equation of a Iine (y-intercept form, standard form, point-sIope form, and speciaI cases of
verticaI/horizontaI Iines.) Students wiII simuItaneousIy soIve and graph Iinear equations
so that an understanding of the reIationship between the equation's input and the
59
graph's output can be deveIoped and mastered throughout the entire Iearning process.
WHY WE CREATED A COLOR-CODED INFOGRAPHIC
Piktochart is one of many programs that makes it easy for teachers to integrate Iiteracy
and technoIogy standards into any Iesson. VisuaI Iearners Iove the way that infographics
seem to make data easier to digest. Infographics are very heIpfuI when a teacher wants
to "chunk" a Iesson in to smaIIer units. Piktochart can be used to dispIay any type of
statisticaI or mathematicaI data in new ways. Students can show what they are Iearning
in history, about the worId popuIation (miniature earth), science, in the book they are
reading, geography statistics, etc. Students at aII grade IeveIs can use chunking
exercises to remember and recaII important information. Chunking detaiIs and
information heIps to overcome short-term memory capacity Iimitations, aIIowing the brain
to process more items into Iong-term memory. Students can then recaII what they
Iearned for the test and when it's time to appIy concepts in reaI Iife. Chunking is a
method for grouping and organizing information to make it easier to comprehend and
remember. The cIuster anaIysis is coIor-coded to heIp student remember the reIated
topics.
WHY TEACHERS SHOULD USE INFOGRAPHICS
The way that infographics aIIow students to bIend Iearning across the subject areas is
fantastic. It isn't just math; it is math, and art, and science/sociaI
studies/history/geography/technoIogy. Any time we can heIp students recognize the
overIaps that exist in Iearning and subject area, it is a win!
60
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