Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
| LU Title: Is There A Correlation? |
Author(s):Brent J. McCarthy/Ann Borsellino |
| Grade Level:Sixth Grade |
School Address:188 Main St. |
| Subject Area:Mathematics |
School Phone/Fax (315) 769-5911 |
CONTENT KNOWLEDGE
| Declarative |
Procedural |
How to read and interpret graphs and tables |
How to organize and display colleccted data using appropriate tables and graphs including line, bar, picto, and circle graphs. |
Recognize steps of scientific method |
Complete scientific writeup using scientific method. |
| How to use appropriate statistical measure tocompare data. |
How to gather and correlate data. |
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Calculate averages |
ESSENTIAL QUESTIONS
INITIATING ACTIVITY
Explain that the students are being allowed to choose where they would like to go for their field trip this year. They have several choices and will vote on the destination. Read off the list of cities and average temperature per month for each. Next, add in rainfall for each month. Tell them, based on the information given, to decide which is the best destination to choose. After they have explained their reasoning suggest that we make a graph to plot all of the data before we make a decision. Then discuss the importance of graphing in making decision in everyday life.
Connection to State Learning Standards
Content Area: Mathematics
Level: Sixth Grade
| Standard: Students will apply mathematical knowledge to solve real-world problems that arise from the investigation of mathematical ideas using representations such as pictures, charts, tables (Standard 1, Key idea 3) |
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Unit Theme:Graphing In The Real World
| Standard: Students will apply mathematical knowledge to solve real-world problems that arise from the investigation of mathematical ideas using representations such as pictures, charts, tables (Standard 1, Key idea 3) |
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Learning Experiences
Declarative Knowledge
| What declarative knowledge should studentsbe in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| How to read and interpret graphs and tables
How to use appropriate statistical measures to compare data.
Recognize steps of scientific method
Basic understanding of how to use ClarisWorks spreadsheet and The Graph Club |
Modeling correct form of constructing and interpreting graphs and tables.
Demonstrating how statistical informatin can be used in order for the results to say what you want them to say
Review of the steps in a scientific writeup. |
Cooperative learning Demonstration Independent practice |
Each day construct a different type of graph and use a sample on the overhead discussing what is expected for each graph. Students will then practice in identifying parts of a graph. Put up several graphs that show the same information. Which one is accurate and which one is misrepresented? Students were introduced to the scientific method in September and have written several. Review parts of the writeup. Introduce students to programs and then using the computer and T.V. demonstrate how to use each program to construct graphs. |
Learning Experiences
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| How to organize and display colleccted data using appropriate tables and graphs including line, bar, picto, and circle graphs. Complete scientific writeup using scientific method. How to gather and correlate data. Calculate averages |
Students will get hands on practice setting up an experiment, collecting and correlating data, and constucting graphs. |
Review steps by completing a writeup Construct different types of graphs. |
Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
| Constructing graphs and the conducting an experiment. |
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The students will be given sheets and they will formulate a hypothesis based on the given information. Next, survey students and record the data. Construct graphs based on survey sheets. Once this is done answer questions based on the informtation gathered. |
| Planning Guide |
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Unit: |
| Step 1 |
Step 2 |
Step 3 |
| What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to........... |
What reasoning process will they be using? |
Describe student's products and performances and the criteria for evaluation. |
| Conduct an experiment, survey, and construct and interpret graphs. |
[ X] Decision Making
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Products/Performances Students will generate graphs to determine if there is a correlation between time spent on homework and success in school. They will also generate a scientific writeup in order to conduct an experiment. |
| Criteria for evaluation Students will hand in graphs which show that they understand how to construct graphs (Informal Evaluation) Students will construct rough drafts of each type of graph and hand in for evaluation(Formal) Students will then hand in booklets which consists of a cover page, scientific writeup, graphs, and answers to questions.
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Rubric:
Graphing Evaluation (Rough drafts)
Bar Graph
| Title | Y | N |
| Axes labeled correctly | Y | N |
| Scale for horizontal axis | Y | N |
| Scale for vertical axis. | Y | N |
| Key | Y | N |
| Bars spaced properly | Y | N |
| Information graphed accurately | 5 4 3 2 | 1 |
Line Graph
| Title | Y | N |
| Axes labeled correctly | Y | N |
| Scale for horizontal axis | Y | N |
| Scale for vertical axis | Y | N |
| Key | Y | N |
| Points spaced properly. | Y | N |
| Information graphed accurately | 5 4 3 2 | 1 |
Circle Graph #1
| Title | Y | N |
| Key | Y | N |
| Information graphed correctly | 5 4 3 2 | 1 |
Circle Graph #2
| Title | Y | N |
| Key | Y | N |
| Information graphed correctly | 5 4 3 2 | 1 |
Pictograph #1
| Title | Y | N |
| Key | Y | N |
| Symbol relates to topic | Y | N |
| Scale correct | Y | N |
| Labeled correctly | Y | N |
| Information graphed correctly | 5 4 3 2 | 1 |
Pictograph #2
| Title | Y | N |
| Key | Y | N |
| Symbol relates to topic | Y | N |
| Scale correct. | Y | N |
| Labeled correctly | Y | N |
| Information graphed correctly | 5 4 3 2 | 1 |
Group Project Evaluation
Page 1
| Cover Page | Y | N |
| Title | Y | N |
| Names. | Y | N |
| Graphics | Y | N |
| Relates to project | Y | N |
| Balanced Looking | Y | N |
Page 2
| Write-up (done | Y | N |
| Purpose | Y | N |
| Hypothesis (done) | Y | N |
| correct form | Y | N |
| Well written | Y | N |
| Materials | Y | N |
| Procedure | 4 3 2 1 | |
| Correct | ||
| spelling | 4 3 2 1 | |
| grammar | 4 3 2 1 | |
| no personal pronouns | 4 3 2 1 |
Page 3
| Tables | Y | N |
Page 4
| Survey Sheet | Y | N |
Page 5-8
Graphs
| Title | 6 5 4 | 3 2 1 |
| Axes Labeled | 6 5 4 | 3 2 1 |
| Scales | 6 5 4 | 3 2 1 |
| Key | 6 5 4 | 3 2 1 |
| Accuracy | 6 5 4 | 3 2 1 |
Page 9
Results
| My hypothesis was proven | Y | N |
| Because (reason) | Y | N |
Question
| 1 | Y | N |
| 2 | Y | N |
| 3a | Y | N |
| b | Y | N |
| c | Y | N |
| d | Y | N |
| e | Y | N |
| f | Y | N |
| Answers in fraction form | Y | N |
| 4 | 43 | 21 |
Have You Considered These Yet?
Learn to Learn Skills: Cooperative Learning, Peer teaching, Modeling
Assessment Modifications: Our classrooms have at least 3 computers in each classroom. Depending on your school you may not want to have students work with peers or on the computer. Groups may be larger or smaller and questions can be changed and adapted to different levels.
Unit Schedule/Time Plan:
Planning time: 2 to 3 days
Work Time: 3 weeks, 4 to 5 days a week, class time 45 minutes a day.
Evaluation time: 5 to 6 hours to evaluate graphs
Written Overview:
This unit has come out of frustration due to the fact that I could not find a math series that introduced graphing in a way that I felt the students would get anything meaningful out of it.
This is a lengthy unit and takes up quite a bit of time but is well worth the time and effort. First, students are introduced to types of graphs: circle, line, bar, and pictographs. A sample is constructed in class and then students complete one for homework (informal evaluation)
During the first week while we are doing this they are keeping track of how long they spend of homework and playing each day for 5 days. Next, the students are divided into groups of four. During this time students are responsible for completing a science writeup and formulating a hypothesis given certain information. At the end of the 5 days the students, in their groups, construct a table to display data and then find the averages of each person and day. Next, they survey 20 other students and find the averages of that data. Once the survey sheet is completed each student is responsible for constructing rough drafts of each type of graph. These are handed in and graded. (Formal Evaluation)
These are graded and then given back. Students are then given time to agree on one writeup, and type that up. Next, using ClarisWorks and The Graph Club students make graphs to represent the data they have obtained. Students work in their groups over one week and complete all given directions. When all work is completed they bind their work and hand in everything for assessment.
Materials:
Software: Clarisworks(or other spreadsheet program), Claris Corporation
The Graph Club Tom Snyder Production