Sam Greeno Dr.

Kruse, Ed 132 5/3/2011

6 Day (3 detailed days) Interdisciplinary Unit Plan

Unit Plan Overview: Teacher: Mr. Greeno Grade Level: 8th grade Subject: Integrated Math 6 Day Unit Plan Title: Introduction to Statistics Materials Needed for the week: Rulers, tape measures, rolls of tape weight scales, 6 laptops checked our from the library, 24 students, 6 group tables Time Length: 6 days (M,T,W,R,F,M) Objectives: Introduction to Statistics Students will be able to recognize and differentiate the various types of data and surveys Students will be able to conduct a survey and collect data. Students will be able to enter data into a spreadsheet and use the basic functions of the spreadsheet Students will be able to identify and determine the mean, median, mode using only a set of data. Students will have a beginning understanding of correlation and will be able to identify a graph that shows a correlation. Students will have a beginning understanding of probability by seeing the connection between statistics and probability Class Size: 24 students Teacher Preparation Prior to Week: Set up 6 group table with 4 seats for the next 6 days of lesson Intentionally set up groups of 4 students (separating students that may cause trouble and spreading out the more knowledgeable peers) Have all materials ready-to-go and available but keep them away from the tables so they arent distractions. Day 1: Introduction to Statistics (Detailed Lesson Procedure) Time Length: 50 minutes Day: Monday Materials Needed: whiteboard/markers, tape measures, scotch tape, rulers, stopwatches, weight scale, 6 laptop computer from the library. Daily Objectives: Learn about surveys Create group survey Day 1 Lesson Outline 1. Step: Bellringer: (2 minutes): What are some examples of surveys questions you could give to our class? Student Expectations: Work on bellringer as soon as he or she enters the room.

Teacher Role: Write bellringer question on the whiteboard before class, then walk around class to ensure effective classroom management. 2. Step: Share with Group (3 minutes): Students share with their group table (Think pair share model) Possible Student Response: (below in blue chart) Teacher Role: Instruct students to talk with their group, once conversation dies down move to the class discussion. 3. Step: Discussion (10 minutes): Teacher Asks students What are some of your ideas for survey questions? Student expectations: Students share their ideas with class. Teacher Role: Teacher acknowledges comments and makes a list of their ideas on the whiteboard. As students respond the teacher will write each answer into one of 3 columns (Integer, categorical, and continuous But WILL NOT label the columns yet, teacher will keep on encouraging responses until each category has some ideas). Teacher Question: Why did I arrange the arrange your responses into 3 columns? Reworded Question: (if they dont get on the right track) What are the similarities between the responses in each column? Possible Student Response: 1st column = whole numbers responses, countable numbers 2nd column = groups, categories, word responses 3rd column = Can be measured with a tool, decimal numbers 4. Step: Teacher Direct Instruction (3 minutes): Teacher gives the vocabulary words (integer, categorical, and continuous) of each category and explains each of them by using earlier student responses. In other words each of the columns are labeled as shown below Students: write down definitions in their math notebooks

5 Step: Activity (5 minutes for instruction and 25 minutes for the activity): Each group develop and type there own survey questions Student Role: Develop their own survey with their group Groups create survey questions for each of the categories: categorical, integer, and continuous. (3 survey questions total per group) Discuss what materials they will need in order to complete survey One student types up survey questions on google documents Ask teacher for the materials they need All group members answer each survey questions in the google doc once they have materials from teacher Students share their google doc with teacher (greeno.samuel@gmail.com) Teacher Role: Read through group questions make sure ever

Walk around the room give groups ideas for surveys Make sure that no two groups have the same questions.

7. Step: Homework due Wednesday (2 minutes): Bring in a statistical survey or graph (USA Today and popular magazines are good places to look) Day 2: Collecting Class Data (Detailed Lesson Procedure) Time Length: 50 minutes Day: Tuesday Materials Needed: Tape measures, scotch tape, rulers, stopwatches, weight scale, 6 laptop computer from the library. Teacher Preparation: Prepare a spreadsheet google doc and insert every students ID number (vertically) and all 18 survey questions (on the top horizontally). Daily Objectives: Learn/review how to collect data (measure, tally, response) Learn how to put data into a spreadsheet Day 2 Lesson Outline: 1. Step: Bellringer review question: (2 minutes) For the following examples state what type of data this is (use the 3 categories look in yesterdays notes for help). Student Expectations: Teacher Role: Write the below fill in the blanks on the white board Favorite State __________________ Size of Foot __________________ Number of sit-ups in a minute _________________ Students Age _______________ 2. Step: Discussion (8 minutes) Student expectations: Share with partners answers and discuss differences Teacher questions: (questions will be adapted to try to get -> desired student thought) Why might some people have different categories for their answers? Why is it important to be specific in the data that you are asking for? Desired student thought: desired units and are very important (for example size of foot could mean shoes size or length of foot in cm) 3. Step: Direct Instruction: Student Expectations: Students will follow the teachers explicit instructions Teacher Role: Instruct the following procedure for the activity: Each of the 6 tables will have the surveys and supplies that they need in order to collect the data. 2 people (data collectors) from each group will stay at their respective station while the other 2 people (survey takers) answer the survey questions at each of the 6 stations as they rotate around the room in a counter-clockwise fashion. Survey takers roles:

 i. ii.

Data collectors roles: Spreadsheet editor (types in data for the rotating groups measurement helper (helps the rotating groups with their measurements) Once they have visited all the the stations the data collectors and the survey takers will switch roles. The activity will be completed once everyone has taken each survey.

Example of a possible spreadsheet document: Google Document

4. Step: Activity: Data collection and entry (30 minutes): Student Expectations: Measurement collector or survey taker (explained in part 3 above) Teacher Role: Walking around the room, helping students, answering questions, help everything run smoothly in general. Collect homework from yesterday.

Day 3: Graphing (Detailed Lesson Procedure) Time Length: 50 minutes Day: Wednesday Materials Needed: 6 laptop computers Daily Objectives: Understand the different graphs (pie chart, bar graph, histogram, line graph, scatter plot) Understand the importance of choosing the best graph for the data Learn how to create graphs with a google doc spreadsheet Vocabulary: sample, population

Day 3 Lesson Outline 1. Step: Bellringer: (5 minutes): What are some things that are wrong with these graphs?

Student Expectations: Working quietly and writing responses in their notebook Teacher Role: Put these two pictures on the projector then walk around room

2. Step: Discussion (5 minutes) (Think pair share model) Teacher Questions: Why is it important to choose a good graph? How can graphs be used to deceive others? What are some different types of graphs? Desired student train of thought: Graphs help us understand data in more tangible way However, graphs can be inaccurate if the labeling of the axes is not is not proportionate or if the visual representation is more of a distraction rather than a necessity. Pie chart, bar graph, histogram, scatter plot, line graph, etc. 3. Step: Homework (10 minutes): Collect homework assigned on Monday Teacher Role: Use Elmo projector technology to display some of the graphs and surveys that students turned in. Ask questions regarding graphs (Whats wrong with this graph, why is this a good graph, what information is being conveyed, etc.) 4. Step: Activity (15 minutes): Group Expectations: Create an appropriate graph for each of your groups 3 surveys. Teacher Role: Walk around room help facilitate discussion about what graph would be best in certain situations or certain data categories 5: Step: Discussion (15 minutes): Statistics Teacher Questions: (think pair share model) What are some statistics you have seen in the news or in class? What are some real world examples where collecting data is important?

If you wanted to find out information about our entire school what would be some problems you might run into? What would be a practical way you could get data about our school? Desired Student Understanding: statistics relate to the whole world The idea of collecting a sample instead of the whole population For example Population of 8th grade = 300. Sample from Mr. Greenos class = 24. Day 4: Further Interpretation of the Data Time Length: 50 minutes Day: Thursday Materials Needed: 24 Scientific calculators, Formula books (self-made books with all their formulas from throughout the year). Daily Objectives: Formalize Central tendency measures vocabulary (mean, median, mode) Concept of standard deviation Add to formula book Day 4 Lesson Outline 1. Step: Bellringer (2 minutes): What is some information we can find using our raw data for any of your 3 surveys (integer, continuous, categorical)? Student Expectations: Answer question in notebook Teacher Role: Write question on whiteboard 2. Step: Discussion Questions(15 minutes): Group discussion: Talk with group about answers Possible student answers: The average, the biggest and smallest data points, which category or integer most often occurs, percentage of a category Teacher role: Writes out students answers on the board How would you find the average for this data? -> have questions lead into direct instruction 3. Step: Direct Instruction and Questions (5 minutes): Central Tendency Measures Mean- the arithmetic average Median- the middle value in a set of data Mode- most often occurring data point Range- Difference between the largest and smallest items Give formal formulas and explain why you cant find the mean for categorical data) 4. Step: Formula Books (10 minutes): Student Expectations Write in formula book the new formulas in your own words Teacher Role: walk around classroom and answer questions 5. Step: Review for Quiz tomorrow (5 minutes)

Day 5: Data Correlation Time Length: 50 minutes Day: Friday Materials Needed: 6 computers, 24 scientific calculators Daily Objectives: Students will have a beginning understanding of correlation and will be able to identify a graph that shows a correlation. Day 5 Lesson Outline 1. Step: Bellringer (2 minutes): Which one of these graphs has a probable correlation? why? explain yoour reasoning Come up with new examples for the x and y axis (you can make new numbers) for both graphs. Student Expectations: Making possible correlation examples for example: Left graph- height and weight, Right graph- amount of cavities and gpa Teacher Role: Put these 2 pictures on the projector screen

2. Step: Discussion (3 minutes): Teacher questions: What do you think it means if data has a correlation? 3 Step: Activity: Presentations (30 minute preparation): Each group creates a 2 minute presentation in which they present a graph of 2 data sets from the class that they picked. They then create a discussion question for the class (The class can use the visual aid of the groups graph to answer the questions. 4. Step: Quiz (15 minutes): Examples of questions on the quiz Given a set of data on a quiz a student is asked Day 6: Probability Time Length: 50 minutes Materials Needed: Daily Objectives: Introduction to probability Probability with our data Probability Chance and odds Day 6 Lesson Outline 1. Step: Bellringer (2 minutes): How might probability and statistics be related?

2. Step: Discussion (8 minutes): (Think pair share) Teacher questions: How can we use probability with the data we have collected over the previous days 3. Activity 1. Probability (15 minutes): Use a categorical data to make a statement about the chances of choosing some one from a particular category out of our class. 3. Activity: Roll dice activity (20 minutes): One student tallies while another one rolls the 4. Preview: (5 minutes) Later in the week formalizing data and using our data to make probability claims and inferences.

Rationale for 6 Day Lesson Plan Overall Lesson Layout Rationale: Statistics is a very interesting multidisciplinary content area that can be used across many different fields of study. I believe this lesson would fit well with a coinciding science unit on collecting data for experiments. I wanted to make sure my overall lesson was highly informed by all the learning theories so that my lesson would be congruent with the way that students learn. Each day I started out with a bellringer question: this is to ensure that the class in on task right away. These questions should be challenging yet still in the ZPD of the students. Then they will discuss as a group about the bellringer. This activity is strongly informed by social learning theory. The class then has time to discuss the questions further as a class with the teacher guidance. The think pair share model of teaching was used throughout this lesson; the teacher would have to be comfortable with awkward silence when utilizing wait time. Non-verbal behavior will have a lot to do with the success of this think-pair-share teaching model. Through the week the teachers questioning strategies would naturally develop and grow in the areas of statistics. If the right questions are asked I believe that the students would be able to come up with a lot of this information from their background knowledge. They probably wont have the formalized vocabulary; however that is why some direct instruction is sprinkled throughout the lesson plan. With the help of each other and the help of the teacher they would eventually build onto their pre-existing schema about statistics. Also I really wanted to provide the students with motivation to learn more about statistics. For example I could have just let the teacher give the students the mean, median, and mode formulas the first day, but instead I had them used concrete data that they collected themselves in order to make connections with their schema. Throughout the week I set up the lesson so they use this data to learn about more and more abstract topics I did not think giving 8th grade students the formula for standard deviation or correlation would be useful to start understanding, so I didnt go there. In this lesson I focused more on the concepts that they needed to know. At the end of the week I would give a quiz for use of formative assessment to see where we would go from here. While students are having group discussion the teacher would always be walking around to keep the classroom running smoothly. Also the teacher would be listening (Non verbal) to what the students have to say during these conversations to get some informal assessment feedback of how the students are learning the new material. At the end of the week the quiz would act as a sort of performance assessment to see if they could

use the information to figure out questions Through out the lesson technology would be utilized such as Google documents, the Elmo, and scientific calculators. When these resources are used in such a way to challenge students and engage students I think they are very beneficial. They dont act like a crutch, but instead act as a way to enable students to think more deeply about a topic. Using like bellringers, quizzes or group projects assessments to push and challenge the students to grow instead of using assessments just to see where students are currently at. The teacher could even film one of these lessons so that he could be continually work towards best practice. Detailed Day 1 Rationale: Specifically during day 1 I wanted to scaffold the students to come up with the 3 categories mostly on their own by using information from their prior knowledge. I then made the teacher assign some quick homework so that they could connect what we are doing in the classroom to surveys and statistics outside the classroom, which we would talk about more on Wednesday. Also I had the students create their own surveys This lesson could probably be done in a shorter time period if the teacher were to utilize lecture and simply provide the students with their survey questions. However, I believe by letting them be creative, the students will be more motivated because they are taking responsibility for the learning and development (goals). Also a goal for my student is to be creative and to be problem-solvers which are definitely being sharpened through activities such as these. Detailed Day 2 Rationale: I started with a review bellringer. The teacher would collect this one so it would like a formative assessment. In the group discussions I wanted to the students to reflective of their own questions. They might ask themselves questions such as Did I word my question accurately? and Did I specify what units I want to be measured?. Next, I thought data collection would be a great group activity (SLT) that they could learn about one another and even strengthen relationships and communication as they practice being active learners (goals) all the while working to fill in the desired data (content). Data collection can become very chaotic, but I attempted to set this up in a ways that would be organized. Introducing students to spreadsheets. Classroom management is very crucial in times when there is a lot of movement and getting around. Detailed Day 3 Rationale: I had them bring some homework in because I wanted them to see how this topic relates to many different areas outside the classroom. This brings more of a relevance to what we are doing (connecting there data collecting with examples of results). Some classroom goals are promoted being responsible and conscientious citizens. Learning more about graphs and data will help students make sense of the information they will see in their future careers. Also it would be good for them to see concrete representations of good and bad graphs. Students will then get to work together to figure out which graph is the best. They will be actively mentally engaged as they compare and contrast the different types of graphs they could use.