Title III Technology Literacy Challenge Grant

Learning Unit

OVERVIEW

This learning unit covers collecting, organizing and displaying data. The students will also analyze data in small and large sample groups. This unit is designed for sixth grade students and intended to last 4-5 weeks.

CONTENT KNOWLEDGE

Declarative:

Mean, medium, mode, and range (Interpreting)

Graphs: circle, bar, line, pictograph (Displaying)

Line Plot and Frequency Table (Organizing)

Sample Size (Comparison)

Procedural:
Construct different types of graphs

Collect data, organize data, display data and interpret data

Interpretation of data on a graph (extrapolating information)

Induction skill

Experimental Inquiry

ESSENTIAL QUESTIONS

What is data?

Who uses data?

Where is data found?

What can we learn from data?

How can data be represented?

CONNECTIONS TO STANDARDS

MST 2 - Information Systems:

1. Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.

• Use spreadsheets and data base software to collect, process, display, and analyze information.

MST 3 - Mathematics

1. Students use mathematical modeling/multiple representation to provide a means to presenting, interpreting, communication, and connecting mathematical information and relationships.

• Represent numerical relationships in one- and two-dimensional graphs

1. Students use measurement in both metric and English measure to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data.

• Use statistical methods and measures of central tendencies to display, describe, and compare data.

• Explore and produce graphic representations of data using calculators/computers.

ELA 2 - English Language Arts standards addressed but not assessed. One may want to investigate the

Standards for further curricular applications.

INITIATING ACTIVITY

Initiating Activities: Introduction to Data Days

1. Day 1: (75 minute class: ) Carousel Activity (EBD/Critical Skills)(explained below)

1. Divide class into 5 groups. Each group would rotate to 5 stations where a question would be posted for them to discuss and answer as a group in writing. Duplicate answers would be check marked by the next group and then add their own ideas. After all 4 stations are completed, teacher will post on blackboard for sharing and discussion.

1. What is Data?
2. Who uses Data?
3. Where is Data found?
4. What can we learn from Data?
5. How is Data represented?

1. Conclusions about data are written in Math Notebooks:

1. What is Data? (data is factual information)
2. Who uses Data? (everyone)
3. Where is Data found? (everywhere)
4. What can we learn from Data? (anything)
5. How is Data represented? (variety of graphs)

1. Extension: Sample Data Exercise where teacher poses simple questions to the class and organizes them with the students into Venn diagrams demonstrating importance of data. Example: Coke vs. Pepsi or trucks vs. cars. Class discussion on importance of this data and how it is helpful, who might want this data, would this data change if we asked more people?

LEARNING EXPERIENCES

II. Day 2: (75 minute class) Vocabulary Introduction

1. Power Point or overhead presentation of unit vocabulary (Attachment 1)

1. Activity: 4 groups (teacher selected). Each group is given an envelope containing vocabulary words and meanings cut apart. As a group they need to match the words with the definitions. Students may use any resource to complete the task. Teacher facilitates to keep students on task.

1. Teacher leads discussion and shares correct definitions with students allowing time for self-corrections
2. Students will enter the vocabulary words and meanings in vocabulary section of Math Notebook
3. Vocabulary extension may include a concentration game using the words/meanings from envelope

5. Vocabulary posted on large chart paper in room.

III. Day 3: (75 minute class) Collecting Data

1. Brainstorm questions for collecting (what we want to learn about our classmates) and sweep/sort a list of the appropriate questions on a chart paper.
2. Teacher randomly pairs students to work together and assigns a question for data collecting. Teacher then distributes 6^th grade class list to be used for collecting data
3. Students are given time to collect data from their math class. Teacher will participate with his/her own question to model for organizational step
4. If time permits, discuss generalizations of data.
5. Assign a journal writing entry in math notebook in journal section to be discussed next class. (sample questions: what question were you given, what can you learn from this data, how can this particular data be helpful?)

4. Day 4: (75 minute class) Organizing

1. Create a data folder to be used for organizing data:

1. Distribute 12 x 18 paper for each pair, fold paper to make a book
2. COVER: include name, class, and data question
3. INSIDE LEFT: label it Math Class __ Data
4. INSIDE RIGHT: label it 6th Grade Data (this will be used for the culminating activity)
5. Folder will also hold all unit materials.

1. Now that you have collected data what are you going to do with it?

1. Teacher will model the organization of data using a Line Plot and a Frequency Table on the overhead or Power Point slide.
2. The students will then organize the data they collected from their math class in their booklet on the inside right of their data folder. They may choose either the Frequency Table or the Line Plot.

4. Day 5: (75 minute class) Displaying Data

1. Given samples of different types of graphs (ie: bar, complex bar, pictograph, line and circle), students will identify the attributes of each type of graph by completing a classification work sheet (Worksheet 1 & 2)

1. Using the essential questions and guided discussion the students will interpret the data.
2. Information discussed will be added to math notebooks.

4. Day 6: (75 minute class) Creating Representation of Data

1. Students will take information from day 5 math class and create the 4 different graphs representing the data each pair collected.
2. Extension/refinement: Semantic Feature Analysis comparing the four graphs.(Worksheet 3 & 4)
3. Pairs will choose one graph that best represents their data.
4. Journal: Write which graph best displayed your data and why.

4. Day 7: (75 minute class) Misleading Graphs

1. Students will work with their partner. The class will be given a variety of samples of misleading graphs and decide what makes them misleading.
2. Through teacher lead discussion they will find out what makes a graph misleading and who might want to create a misleading graph.
3. Students will then add to their notes that misleading graphs contain factual information that is presented so the author of the graph can make their point.
4. The students will then be given an assignment that reinforces the concept of misleading graphs.

CULMINATING PERFORMANCE

4. Day 8/9: (75 minute class) Collecting, Organizing and Displaying Data

Students will work with their partner on the challenge below and using experimental inquiry they will complete the task.

ESSENTIAL QUESTION: Does the size of the sample significantly change the outcome of the data?

CHALLENGE: We have been collecting data in math class. Using the same question from math class you and your partner need to collect data from rest of the sixth grade. You then need to organize and display the data from math class and the whole group using the appropriate means.

Things to think about: How will you organize your data?

Which graph will best display both sets of data?

Did the sample size change the outcome?

Is the mean, median, mode, and range the same?

You and your partner then need to create a graphic that includes the graph/graphs (math class and whole sixth grade) to present to the class. You will be given the paper on which to do your graphic. The graphic needs to use three to five colors and effectively answer the essential question.

You and your partner will then present your findings to the group. The graphs will then be displayed in the hall.

Assessment: The students will be assessed according to the rubric. (Attached Rubric). A teacher generated test may also help in assessing student knowledge.

PRE-REQUISITE SKILLS

Prior training with computer graphing programs

MODIFICATIONS

Teacher must be aware of all IEP modifications and adjust accordingly.

Teacher flexibility is key, some things may take more or less time depending on the make up of the student population.

UNIT SCHEDULE/TIME PLAN

This unit is designed to take 4-5 weeks. Our grade level uses block scheduling so that we meet every other day with each class. This allows for longer class time which enables us to do more during that time.

TECHNOLOGY USE

The students will use calculators for tallying results.

The students will use computers for spreadsheets and graphing programs.

Teacher may use the computers to put notes and demonstrations on Microsoft Power Point.

Extensions:

Students can participate in a collaborative project on the internet with other schools that will increase the sample population (ie: Classroom Connects- People: Is Anybody Average? - El Segunda, CA 90245)

Students can use the digital camera to create a slide show representing data results to be shared with parents at an Open House or the rest of the school at a Morning Program type setting.

Attachments:

Attachment 1

Data Days Vocabulary

Worksheet 1

Name: _____________ Worksheet 2

Name: _____________________ Date: ____________

WORKSHEET 3

Directions: What would your data look like on each of these different graphs. Graph the information on each of the different types of graphs.

Circle Graph Bar Graph

Line Graph Pict-Graph

Name: ____________________ Date: ________

Worksheet 4

Semantic Feature Analysis

Directions: After looking at samples of the different graphs put a + in the box if it has that feature and a - if it does not.

Data Days Rubric

Task Component 4 points each 3 points each 2 points each 1 point each

Experimental Inquiry Rubric.

Acquiring/Integrating Knowledge: A Guide to Constructing Learning Units

Dan Gilligan. New Hartford Central School District. Fall 1999.