Summary

Our group initially sought to explore a multidisciplinary unit spanning primary and secondary grades, with each member bringing a singular lesson to the unit based on math and utilizing multiple forms of digital instruction. We then decided that a more focused approach may be in order. One of the members in our group is a high school math teacher and suggested the topic of exponential functions.

We chose exponential functions because Governor Pat McCrory has proclaimed April as "Financial Literacy Month" to encourage the instruction, activities and initiatives provided by state agencies, public and private institutions, regional agencies and community organizations to develop and enhance financial literacy knowledge and skills to ensure economic success. Exponential functions support financial literacy, as well as the project students will be completing during this unit.

Our unit covers the F. LE.4 standard of constructing and comparing linear, quadratic, and exponential models and solving problems at the tenth grade level. As we began designing our lesson we realized there was quite a bit of information to cover and decided to create two lessons that will cover a five day period. The lessons include interactive bell ringers, a WebQuest involving problem-based learning, a project involving real life scenarios, a blog, and informal and formal assessments.

For this unit of study we wanted to incorporate Project Based Learning (PBL). We made the use of exponential functions applicable to real life situations. The use of PBL is helpful for student retention of the content because it is presented for use in life outside of the classroom. PBL is a way to keep students engaged by using complex tasks such as problem solving, decision making, investigative skills, and reflection. PBL encourages students to develop research skills that they will be able to apply to the world outside their classroom. Through the use and creation of the WebQuest, the students will be able to use all those skills in a productive manner.

The use of technology in the classroom allows teachers to incorporate multiple activities and projects that enrich the students learning. In the 21 century, students are very comfortable with incorporating technology and using it in a productive manner daily. Technology enables student's to work at their own pace while showing individuality and creativity. In our lesson, students are responsible for creating a presentation tool to share their information they have gathered. Tools include but are not limited to iMovie, Glogster, Animoto, Flash, Prezi, or creating their own website. These tools allow students to organize their research and truly show ownership of their work.

Through this course and our teaching experiences, we were able to create mulitple lessons that included approaches and strategies that we could incorporate daily into our classrooms. Most of the approaches and uses of technology we discovered and learned about are both beneficial to us as eduators and our students as learners. Along with the use of partnering in our classroom, project based learning will add the necessary challenge and engagement amidst our students and all the skillsets which are desperately sought after in todays 21st century, digital and cooperative workforce.