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Viterbo University

Integrated Lesson Plan


Name: Zachary Hirschman Date: Thursday, Spring semester, April Materials and Resources:
Computer with projector (for graphs)
Theater students with makeup
Canned food, 3 different types (as props)
Bottled water (as a prop)
Teachers collaborating on integrated lesson
plan
Lesson Title: Modeling equations in the
middle of a zombie apocalypse
Grade Level: 11, pre-calculus/algebra II Time Frame: 1-2 class periods

Curriculum Standards
CCSS.Math.Content.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).
CCSS.Math.Content.HSF.LE.B.5
Interpret the parameters in a linear or
exponential function in terms of a
context.
Focus Question/Big Idea/Goal:
How can I help students relate to the practice
of modeling linear and exponential
equations?


Rationale/Theoretical Reasoning

Common core math standards modeling


Euler, Lagrange mathematical concepts

Group work stimulates accountability and
relationship with material.

Dewey project-based learning

Lesson Objective: objectives must be measurable TWS will(learning behavior from
Blooms verbs, DOK and Multiple source synthesis)


TSW Model linear and exponential functions describing data patterns important to a
zombie apocalypse





Academic Language: What is the key language demanded? What academic language
will you teach or develop? What is the key vocabulary and or symbols? What
opportunities will you provide for student to practice content language/ vocabulary and
develop fluency?


Linear equations: y=mx+b
where m=slope, or rate of change, b=intercept, or starting position of y when x=0, x and
y are variables
Exponential equations: y=a*b^(x/r)
where a=starting point for y when x=0, r=rate of change, or the time required for y to
change by a factor of b, and b=positive growth factor, describing the rate of exponential
growth (where b>1). For example, if b=2, y will double for every unit (x/r). x and y are
again variables.

X
0:
a specific value of x corresponding to a specific time.




Assessment /Evaluation:
Formative: How will student demonstrate understanding of lesson objective(s)? How
will you monitor and or give feedback? How will feedback promote student
understanding?

Given the backdrop of a zombie outbreak and data patterns, groups of students will
produce presentations detailing their chosen modeled pattern and explaining its
mathematical relationship in the context of the zombie apocalypse.




Summative: What evidence will you collect and how will it document student
learning/mastery of lesson objective(s)?
Both linear and exponential equations will feature prominently on the final exam.
The ability to model equations will also be assessed on the final exam.

The formative assessment for this lesson signifies the end of the unit on exponential
functions.






Instruction:
Set Motivation/Anticipatory Set:
Upon the beginning of class, theater students wearing zombie makeup and I will engage
in a small skit in which we establish to the class that the classroom has become a
fortified bunker, where the rest of the school has become zombies. We will briefly
discuss the new issues we will face as humanitys last hope, such as food, water,
tracking zombie spread, and formulating a counter-virus



Instructional Procedures/Learning Tasks: Provide specific details of lesson content and
delivery based on students prior knowledge, strengths and weakness.

I will assign groupings based on the differentiated instructional needs of my students.
The two groups with linear models are the food group and the water group
The two groups with exponential models are the zombie spread group and the counter-
virus group, with the counter-virus group isolated for students that already have a firm
grasp on the material.
Students will initially work with limited data so that they can wrap their heads around
the parameters of their challenges; as class progresses I will introduce new data such
that they will need to tweak their models.
Water group:
This group will initially be provided with all of the relevant data, such as how many
students are in the bunker, and how many bottles of water we have in our stockpile.
Their task will be to model a simple linear equation demonstrating the relationship
between our water supply and time, as time increases, based on the amount of water
we are allowed to drink each day. As they begin to understand their assignment, I will
assign them specific benchmarks (i.e., how much water can each person drink per day if
we dont want to run out of water for thirty days). If they are moving quickly, I will

introduce new elements, such as the discovery of new survivors or more water. They
should use technology resources to discover the minimum levels of water consumption
for a human per day.


Food group:
This group will initially be provided with relevant data such as pounds of food and
number of survivors. Their task will be similar to that of the water group, but I plan to
present them with different kinds of food, such that they can model different diet plans
of the form y = ax + bx + c; i.e., compound linear equations. They will also be assigned
specific benchmarks to include in their presentation. They should use technology to help
plan balanced, subsistence diets.

Zombie outbreak group:
This group will be given sparse data at the beginning of the assignment. At first, all they
will know is that the zombie spread happened like a virus, and that there are currently
200 zombies. Their task will be to model a simple exponential equation, figuring out
how long it might take until the zombies overtake the entire population of earth. They
will be given a start date for a patient zero; from the (0,1) and (x
0
, 200) data points and
the fact that the disease spreads exponentially, they should be able to model an
exponential equation detailing the spread. If they progress quickly, I plan to change the
x
0
value (the value corresponding to today), so that they can tweak their model.

Counter-virus group:
This group will be tasked to find the best way to model a counter-virus for curing the
zombies; this group will be differentiated for high achievers They will be presented with
two vague options: They could modify a cold virus such that a cure will progress
exponentially, or they could set up an inoculation station whereby zombies are quickly
cured by protected human volunteers at a linear rate. It should become quickly
apparent that expect in very extreme cases, the exponential model will work more
quickly. This group will find the critical points where exponential growth overtakes
linear growth in a few different simulations, and they will also discover how fast each
method will work to cure the entire human race at benchmarks commensurate with
those given to the food and water groups, so as to answer the question, Can we hold
out here long enough?

I expect the groups to share information as it becomes relevant. At the end of the
lesson, as each group presents, I will use technology to show their graphs next to each
other such that we can get a full picture of the data we are analyzing.




Questions and/or activities for higher order thinking: These cannot be answered by yes
or no.

1. (Pre-calculus): what is the rate of change for the slope of exponential functions?

2. Can you think of any real-world applications for the kind of exponential and
linear modeling we did here?

3. Is exponential growth in the case of a virus actually possible? Why or why not?
(No, limited number of host bodies)


Closure: Verbalize or demonstrate learning or skill one more time. May state future
learning.
Assigned homework: 1 paragraph reflection on exponential functions and linear
functions and the differences between them.




Adaptations to meet individual needs: How will you adapt the instruction to meet the
needs of individual students?
Differentiated instruction through content: I expect each student to learn the overall
lesson, but the group work is not all of the same depth.
The groups must be created strategically.




Management/Safety Issues: Are there any management and/or safety issues that need
to be considered when teaching this lesson?

Group assignments should take into account the social climate of the classroom as well
as the instructional levels of the students.

Hopefully, each student will understand that the zombie apocalypse is not really
happening; it is theoretically possible to take the premise too far.




Reflection/Future Modifications: To what extend di the class learn what you intended
them to learn? What will be your next steps instructionally? What did you learn about
your student as learners? What have you learned about yourself as a teacher?