L2+Amari,+Alyssa

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Miss Amari **__Lesson #:__** 2 **__Facet:__** Empathy
 * __ Grade Level __**** : ** 6 **__Numbers of Days:__** 3 Days (80)
 * __ Topic: __** Statistics


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** determining quantitative measures such as the mean, median, mode, IQR, and absolute deviation can help to describe the overall patterns of striking deviations with reference to the context in which the data was collected.
 * Student will know ** formulas and vocabulary: mean, median, mode, IQR, and mean absolute deviation.
 * Student will be able to do ** consider quantitative measures when describing the overall patterns and striking deviations of data sets when referring to the context in which the data was collected.


 * Product: ** Podcast

Common Core State Standards Content Area: Math Grade Level: Grade 6 Domain: Statistics and Probability Standard: Develop understanding of statistical variability and summarizing and describing distributions
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** This lesson will utilize students knowledge of quantitative measures when considering the patterns of data sets, this is necessary because in order to understand statistical variability and to be able to describe/ summarize distributions, you must first be able to recognize specific patterns within the data sets themselves.


 * __ Assessments __**

The pre-assessment for this unit will be done with the graffiti board technique where students are presented with the central topic of the lesson (statistics), and as a group they will write or illustrate anything they know or understand about statistics. Also, the homework assignment proceeding lesson one and preceding this lesson will be a pre assessment for this lesson as well.
 * __ Pre-Assessment: __**

Students will be checked for understanding using the three-minute review technique during the class discussion about observing patterns in data sets.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will complete a self-assessment through self-grading of their product checklist for their podcast project. Students will be assessed by peers when they share a sample of their podcast and each member of the other group they meet with will grade the others through the rubric and checklists with comments and feedback. For teacher feedback, students will post an assignment on the wiki for the teacher to assess using the checklist and rubric, the teacher will comment back to the group on anything the must add to their presentations.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will be break up into groups of three to create a podcast using garage band that describes the overall patterns of a self-collected data set by using a quantitative measure and considering the outside contributing factors. The self-collected data set should be something related to real life, for example: students could gather game statistics form a sport they play or a concert they preformed at and compare it someone famous. They must think of a statistical question that they would like to analyze, and ask questions to answer that statistical question. Using the data from the answers to their statistical question, they will calculate each of the quantitative measures for their data set. They must then use these measures to describe the patterns in their data set, and discuss what possible outside factors could have produced such data pieces. This must be done through the creation of a podcast, the podcast can have any storyline to it desired, it should have some sort of music or sounds, as long as all the information is included. Along with the podcast that they will link to the wiki, they will be required to upload an image found on the internet or created by hand related to their data set.
 * __ Summative (Assessment of Learning): __**

Students will utilize type II technology through the creation of a podcast using garage band that will describe the overall patterns of a self collected data set using quantitative measures.
 * __ Integration __**
 * Technology: **

Music: The students will be creating a podcast that has music and sound in it to describe the overall patterns of a data set using quantitative measures. English: The students will be writing podcast dialogue for the class wiki.
 * Content Areas: **

Students will get into think-pair-share groups where they will be given a sequence chart. They will be asked to calculate the quantitative measures (learned in lesson 1) of they data they have collected from the 3M Olympics activity using a sequence chart. They will get into their groups of three and discuss what they have calculated to see if there are any differences. After, each group will report to the class what they calculated. Then for the share part, the class will gather for discussion where the students and the teacher will discuss how outside factors or the methods in which the data was collected could have affected the overall pattern of the data sets they collected. By putting the entire class data from the 3M Olympics on the board, we will observe the data together to see if we can use their calculated quantitative measures to notice any striking deviations or noticeable patterns of the data sets.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

The groups for this lesson will be determines through numbered cards #'s 1-3. All students with the same number will be in one group, and they will complete each event of the 3M Olympics. Each student will receive a card at the beginning of class that has a number on it. When asked to get into think-pair-share groups, they will have to find two partners that were in their original group for the 3M Olympics. When students get into groups for their podcast creation, they will be asked to find two partners that had different numbered cards. In groups, each person is required to provide equal participation to the project or discussion. For example in the think-pair-share groups, students should all contribute to the discussion by providing input and ideas. In the groups of three for the podcast creation, all students should equally participate but can each have different roles depending on who likes what; one or two people can be the podcast voices, one person can write out the dialogue, and one person can create or find an image related to the podcast.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal-Linguistic: ** is present in the performance task when students are asked to describe a data set using quantitative measures and discuss how outside factors effect a data set.
 * Logical-Mathematical: ** is present when students must analyze and determine possible outside factors that effects the pieces of a data set, as well as when they are ask to calculate quantitative measures of a data set.
 * Interpersonal: ** this intelligence is addressed when students are asked to get into think-pair-share groups and fill out a sequence chart with their calculations for quantitative measures.
 * Intrapersonal: ** this intelligence is addressed when students are asked to self-reflect in journals what they learned through the creation of their podcast.
 * Visual: ** Students are asked to upload a graphic to the wiki in relation to their podcast dialogue and data collection.
 * Bodily Kinesthetic: ** My hook is very bodily kinesthetic because students are asked to move around and engage in Olympic games so they can collect their own numerical data set.
 * Naturalistic: ** The hook allows students to be outside enjoying the atmosphere while engaging in an activity where they collect their own numerical data sets.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

All assignments are posted on the class wiki, so if you are absent you are expected to complete the assignment by the time you return to class. Any information needed to complete an assignment should be sought out by yourself by asking the teacher for the missed materials. All class notes and discussion materials will be posted to the class wiki so that any resources a student needs will be there. If you have any questions or need extra help to catch up with your work, you should email the teacher. The particular assignments and activities done in groups for this lesson are done in groups of three, so any work missed that involves you group can be found and explained through your two partners. Having two extra partners makes class work and information much more accessible, which means there is no excuse to not have the work completed in a timely fashion. Even if you were absent or are going to be absent, you are still expected to fully contribute to all group work. If for some reason you cannot contribute to the group work, you may talk to the teacher and they will plan accordingly.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Students will utilize type II technology in various formats throughout this lesson. The creation of a podcast that describe the overall patterns of a self collected data set using quantitative measures is type II technology itself, as well as finding music that can be cut to the appropriate time limits and put with the podcast. Students will also be expected to find or create a picture related to the data set that will explain visually the data their are describing, and upload it with the podcasts to the class wiki, this is a form of type II technology as well. These forms of type two technology allow students to express themselves however they may; they can create a talk show, or a song, but it forces them to truly engage in the process of describing data sets because they must understand this to be able to put it into a different story line.
 * Type II technology: **

Gifted students will have several opportunities to engage in learning that will push them past the level they are already at; when creating the podcast, instead of only considering outside factors that affect data such as the context in which the data was collected, they will be asked to consider other outside factors that they believe could have effected their data sets as well. This will encourage these students to think more outside of the box and learn to correlate data with things in real life as well as the many factors of data collecting that can affect patterns in data sets.
 * Gifted Students: **

Printouts of Instructions for each event
 * __ Materials, Resources and Technology __**
 * A copy of the unit syllabus
 * Laptops for at least half of the class
 * White board (or smart board) and markers
 * Printouts of the sequence chart graphic organizer for each student
 * Printouts of the Podcast rubrics and checklists for each student
 * Extra printouts of the Podcast checklists for feedback sessions
 * Printouts of the Podcast product description for each student
 * Students will need notepads to write in
 * Students will need journals to reflect in
 * Printouts of Olympic trial recording sheet
 * Marshmallows, Cookies, and Peanuts for each student for the 3M Olympics Activity
 * Tape for starting lines and finish lines for each event in the 3M Olympics Activity
 * Rulers or yard sticks for each group for the 3M Olympics Activity


 * __ Source for Lesson Plan and Research __**
 * If students need a better description of mean, median, and mode: [] or [] or []

Information on Collecting and Analyzing data: []
 * If students need a better description of mean absolute deviation: []
 * If students need a better description of IQR: []
 * Creative Commons and Flickr so students can fin non-copyrighted pictures: []
 * Inspiration Link for alternative note taking methods: []
 * 3M Olympics Activity: []
 * Sequence Chart Graphic Organizer: []
 * Garageband Tutorial: []
 * Tips on how to Podcast: []


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

The classroom will be arranged in clusters. This is necessary for the several group activities that will be done throughout the lesson. It will be much easier for students to be in clusters when they are asked to move into groups individually, with partners, in groups of three, and in groups of four or more. This will allow students to work more efficiently with their partners or group, and allow them to move around much more easily. Also, this will make it easier for the teacher to address any group questions because all the groups will be clustered together.
 * __ First Section __**

Agenda

Day 1:
 * Students will pass their homework in from lesson one upon entering the classroom
 * Students will also receive a numbered card [#'s 1-3]
 * Students will get into groups with those with the same numbered card and head outdoors with the teacher (5 min)
 * Hook- Students will rotate between stations one, two, and three to complete the 3M Olympics activities and each will complete a group Olympics trial recording chart for all teammates scores (25 min)
 * Students will return inside and be asked to sit at their desks (5 min)
 * Students will complete a sequence chart in which they calculate the quantitative measures for each events group scores (20 min)
 * Students will then get into groups of three with two members from their original group and discuss what they have calculated to see if there are any differences (10 min)
 * Students will then report to the class by writing their data and quantitative measures for each group and their three events, on the smart board (10 min)
 * Students will make sure they have recorded all the information in their notebooks for the next class (5 min)

Day 2:
 * Students will arrive and sit in their seats, and the teacher will gather the smart board slides from the previous class, then there will be a class discussion where students and the teacher will discuss things that can affect data set outcomes, and using quantitative measures to describe patterns in the data sets (30 min)
 * Students will find two partners, each from a different Olympics group, and will receive the checklists, and product descriptions for their podcast and the teacher will describe the podcast project and show the student sample(10 min)
 * Students will work with their groups to write the dialogue for their podcast and they will have time to go around the school and collect data or at least have an idea of where they would like to collect it.(20 min)
 * Students will meet with one other group of their choice to share their dialogue, each group will assess the others with the checklist for the podcast product (10 min)
 * Students will adjust their dialogue based on comments and feedback from other groups (10 min)
 * Homework: students will self assess their groups dialogue using the checklist, and they will be asked to watch the podcast tutorial links supplied by the teacher

Day 3:
 * The teacher will demonstrate to students how to export their podcast and turn it into a product file for the wiki (10 min)
 * Students will meet with their groups and discuss their own comments and assessments and make any finalizations to their dialogue (15 min)
 * Students will have time to work on their podcasts, find an image. The students must also post their dialogue and a clip of their podcast to the wiki for teacher feedback. (30 min)
 * The students will finish up their podcasts with the teacher feedback from their first wiki post, and they will post their final podcast to the wiki with an image that represents the podcast before the end of class (25 min)
 * Homework: Podcast product self-assessment and group evaluation

Students will understand that determining quantitative measures such as the mean, median, mode ( [] ), IQR ( [] ), and absolute deviation ( [] ) can help to describe the overall patterns of striking deviations with reference to the context in which the data was collected. This will be addressed through the class discussion of the data collected in the 3M Olympics activity( [] ). The 3M Olympics is a fun activity designed for students to produce and collect their own quantitative data as well as using it to understand how to recognize patterns with quantitative measures. The students will be given a numbered car (#'s 1-3) Upon entering class on day one. They will be placed in groups with the same numbered card. Students will then go outside with the teacher where there will be three events (#s1-3) set up with a set of directions for each event. Each group will go to their matching numbered event and be asked to complete the event and record their scores (data) on the Olympic Trials recording sheet for each event. Each person will complete their own recording sheet for their group. Each group will have at least three yard sticks to measure distance for each event. The first event will be the cookie roll, students will each have a cookie and one by one place it on its side on the start line, they will roll it and be asked to record how far it went until it fell onto its side. The second event will be the peanut flick, students will hold the peanut straight up with one hand on the starting line and then flick it with the other hand, they will measure how far it flew. The third event will be the marshmallow toss, kind of like the shot put even in the real Olympics, students will toss the marshmallow and measure the distance it went. Each group will rotate through each event, and each student will participate in their group. They must record each persons measurements on their Olympic Trials recording sheet so that they will have it for the class discussion. The students will return inside. The teacher will have asked students to put their data and the calculated quantitative measures on the smart board for everyone to see. Using this data, the teacher will discuss how data is sometimes data is not always accurate because of outside factors that effect the outcomes of the data set, and big data sets can be turned into smaller easily understood measures. The teacher will the discuss why it is important for students to understand how to calculate quantitative measures; it is necessary for students to understand these calculations because they are helpful in describing patterns in data sets. Examples will be given by using the classes 3M Olympics data so students will understand these patterns in the context of something they actually did. Through this lesson Students will develop an understanding of statistical variability and how to summarize and describe distributions when they learn what factors can affect data in a data set, as well as when they learn how to use quantitative measurements to describe the patterns they see in the data sets. They will essentially learn this through the data collected in the class 3M Olympics activity, the will use this data in class discussion, and calculation of quantitive measures. The will need to understand how to use quantitative measures to describe patterns in data because it is one of the main ways used to describe, analyze, and summarize data sets which is the common core standard of this unit.
 * Where, Why, What, Hook Tailors: ** Naturalistic (3M Olympics), Bodily Kinesthetic (3M Olympics), Interpersonal (3M Olympics)

Students will know mean, median, mode, IQR, and mean absolute deviation so that they will be able to use these calculations for describing patterns in data sets. After students have completed the 3M Olympics activity students will use the think-pair-share technique to complete a sequence chart. Students may use Inspiration ( [] ), as an alternative note-taking method. They will first be asked to individually calculate the quantitative measures (learned in lesson 1) of they data they have collected from the 3M Olympics activity using the sequence chart ( [] ). The beginning of the sequence chart will be where they put the class data for each of the three events. Each step after that will show the students calculations of each of the quantitative measures for each of the three events of class data. They will then get into groups of three, three people from their original 3M Olympics teams and discuss what they have calculated for quantitative measures to see if there are any differences between their sequence charts and fix any errors. After, each group will report to the class what they have calculated (only need one group from each team) by putting their teams data for each event and the calculated quantitative measures for each event onto a smart board slide. This will allow the teacher to save the information so it can be referred to and discussed throughout the lesson. I will also give each student their own data set for homework to analyze. The data set will be something related to their own interests, I will have talked to each student and asked them about something that they liked to do and gather data on that specific interest. Students will also be expected to keep record of all this information in their notepads so that they will be able to reference them when needed. Any students who need help recording this information will be offered a note sheet with all of the information. Then for the share part, the class will gather for discussion where the students and the teacher will discuss and write examples on the smart board slides of how outside factors or the methods in which the data was collected could have affected the overall pattern of the data sets they collected (See Content Notes). The teacher will use various examples that relate to real-life data based off of student interests and class information. By putting the entire class data from the 3M Olympics on the smart board, they will be able to observe the data more closely and see if they can use their calculated quantitative measures to notice any striking deviations or noticeable patterns of the data sets. Students will use their sequence chart to record information on using each quantitative measures to observe data with each sequence step for the certain quantitative measure. They will also be able to add steps that discuss different factors that can affect the outcomes of data sets. After this discussion, students will be checked for understanding through a three-minute review where the teacher will summarize what was discussed and the students will ask questions on the certain parts they do not understand. This will allow the students an opportunity to rethink and reassure what they have been discussing, and ask questions to the teacher so that they will be able to continue on with the lesson. **Equip, Explore, Rethink, Revise, Tailors:** Intrapersonal (Think-Pair-Share), Interpersonal (Think-Pair-Share), Verbal-Linguistic (Discussion and Note taking), Visual (Smart Board, Sequence Chart), Logical-Mathematical (Sequence Chart).
 * __ Second Section __**

Students will be asked to find two partners, each from a different Olympics team. Students will then be asked to create a podcast using garage band that describes the overall patterns of a self-collected data ( [] ) set by using a quantitative measures and considering the outside contributing factors. The teacher will describe the product description and discuss it with the class, along with answering any questions. The teacher will then hand each student a podcast product description and a checklist for their assignment so they will know exactly what is expected and the steps necessary to complete it. As a group they must think of a statistical question that they would like to analyze, and ask questions to answer that statistical question. The self-collected data set should be something related to real life, for example: students could gather game statistics form a sport they play or a concert they preformed at and compare it someone famous. Using the data from the answers to their statistical question, they will calculate each of the quantitative measures for their data set. They must then use these measures to describe the patterns in their data set, and discuss what possible outside factors could have produced such data pieces and think about how the context in which the data was collected could have affected it as well. This must be done through the creation of a podcast, the podcast can have any storyline to it desired, it should have some sort of music or sounds, as long as all the information is included. Along with the podcast that they will link to the wiki, they will be required to upload an image found on the internet ( [] ) or created by hand related to their data set. Students will have time to watch the garage band tutorial during class work time if they would like to ( [] ) or read some tips on podcasting ( [] ). In groups, each person is required to provide equal participation to the project or discussion. In the groups of three for the podcast creation, all students should equally participate, but can each have different roles depending on who likes what; one or two people can be the podcast voices, one person can write out the dialogue, and one person can create or find an image related to the podcast. However, the parts of the project including the data collection, calculations of the quantitative measures, and determining the patterns and contributing factors of their data set, should all be done as a group. This is because this is the part that requires the application of what they have learned in this lesson, so it is important that all students contribute to this part to ensure maximum learning and opportunities to use what they have learned. To ensure contribution by all group members, students will describe what they contributed to the podcast in its creation as well as describing the roles of their other partners in their journals. If there is unequal contribution to the podcast the students will be graded separately. Students should be able to consider quantitative measures when describing the overall patterns and striking deviations of data sets when referring to the context in which the data was collected; this is the premise of their creation of a podcast, it is necessary for the students to be able to do this so that they will be able to continue through the other lessons. This will be done through their podcast; in order for them to complete it, they must use quantitative measures and consider the context in which the data was collected in order to fully describe and understand the patterns of their data set. Students will have several opportunities to rethink, revise, and refine their podcasts. First off, students will have multiple opportunities to work on their podcasts and their podcast dialogue in class so that they will have the teacher as a resource and student laptops too. After the students have worked on their dialogue they will meet with another group to share their dialogue for their podcast. Each group will grade the other through the checklist for the assignment with comments that provide feedback to help the groups make their podcast better. This will allow the students to rethink and add to their podcasts before creating the actual recording as well as a way for groups to share ideas that may help make other podcasts better. In their groups, students will adjust their podcast in relation to the feedback they received. They will then grade themselves on their product using the checklists before it is finalized to see if they believe they did everything required. They will do this as a homework assignment so that it is an individual process, they will also watch the tutorial on creating a podcast so that they will be prepared to create the final one with their group. They will then return to the next class ready to discuss their individual assessments and comments of the podcast dialogue so that they can finalize their dialogue and finish their final podcast. The student groups will post their dialogue and a small clip of their podcast to the wiki for the teacher to assess using the checklist. The teacher will comment back to the group on anything they must add to their presentation and students will use this final feedback to finally complete their final podcast for the class. They will then pos their final podcast, an image for their data, and the dialogue to the class wiki so that the teacher can grade each groups podcast individually. The teacher will give the students their grade by the next class.
 * __ Third Section __**
 * Explore, Experience, Revise, Refine, Tailors: ** Intrapersonal (Self-Assessments of their dialogue), Interpersonal (Podcast creation), Verbal-Linguistic (Creating podcast dialogue and group evaluations), Logical-Mathematical (Calculating quantitative measures and analyzing their data sets).

Students will self-assess their work through their homework assignment. They will take their dialogue for their podcast and individually assess it for homework through the product rubric and checklists. They will write down any ideas or comments they have concerning their group dialogue as well. They will use these self-assessment in group discussion where they will use their assessments and feedback to finalize their dialogue and continue to work on their final podcast. Also, students will self-assess when they have completed their group podcast in a journal entry. First, they will discuss what they have learned, anything they are still confused about, and how their podcast demonstrates and shows what they have learned. Second, they will evaluate their own contributions to the creation of the podcast in comparison to the rest of the group. They will describe everything they did to help make the podcast as well as describing what their other group members did. To provide timely feedback to the students, I will grade their podcasts using the rubrics and checklists so that they will have them the next class they return. I will also provide their grade and any comments on the wiki where their podcast was posted. This will allow students to check their grade before next class and come to the next class with any questions concerning their grade. If there is any problems with each member contributing to the group after the teacher has read the personal journal entries, the grade will be adjusted accordingly. The journal entries will not be graded on the quality of the writing, it will be graded for being done fully. The teacher will look at and respond to these journal entries when they are received. The student will get them back the next day. Each of the homework assignments connects to certain parts within the lesson, the completion of each is necessary for students to receive a complete assessment and so that they are able to move on throughout the lesson.
 * __ Fourth Section __**
 * Evaluate, Tailors: ** Intrapersonal (Self-assessment)

Students will know….. Data sets are great examples for showing answers to a statistical question; they represent several different people or things for one statistical question. However, sometimes data sets can be skewed or not 100% accurate because of the context in which it was collected; sometimes the way it was collected was not the best way to collect it. Also, there are sometimes apparent patterns in data sets, and these patterns can be described more accurately through the use of quantitative measures or vice versa. Quantitative measures can be described by the data patterns or even outside contributing factors. It is necessary to understand quantitative measurements to be able to fully describe patterns in data sets. Also, understanding and analyzing the context in which the data was collected can help to understand why the data is patterned the way it is.
 * __ Content Notes __**

Using quantitative measures to analyze and describe data sets: [|**http://www.uky.edu/~drlane/cohort/methods/ch11.htm**]

Mean: The mean can be used to describe data sets by describing the average score for the list of scores for the entire data set

Quiz Scores: 40, 54, 30, 72, 61, 90, 58, 100 The mean is 63.125 The mean shows that for these quiz scores, students generally scored lower than a seventy passing average. Even though there is two high scores of 90 and 100, there are so many low scores that 90 and 100 are outliers and do not affect the mean as greatly as the frequent low scores. Because the mean is so low, this shows that most of the class did not do very well on the quiz.

Median: Sometimes the mean is not the best measure to describe a set of data, for instance if you have a set of data where the average does not describe the data, you could use the median. The median is the middle number of an ordered set of data Quiz Scores: 30, 40, 54, 58, 61, 72, 90, 100 The median would be 59.5 The median is a somewhat better measure used to describe this set of dat because it is right in the center of the data.

Mode: The mode is used to describe pieces of data that occur most often, the mode can be used to describe data sets by showing and describing what occurs most frequently for the answer to a statistical question.

How many pets do you have? 1,2,3,2,2,2,4,1,5,5,1,2,2,2,2 In this data set, the mode is 2. This means that most people have two pets.

IQR: The IQR of a data set describes where certain percentages of the data lie. For instance IQR (Q3-Q1) shows where fifty precent of the data pieces lie and this will describe what the most common and normal data is.

Printouts of the sequence chart graphic organizer for each student Printouts of the Podcast checklists for each student Extra printouts of the Podcast checklists for feedback sessions Printouts of the Podcast product description for each student Printouts of Instructions for each event Printouts of Olympic trial recording sheet A copy of the unit syllabus
 * __ Handouts __**


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * //__ Learning Styles __//**


 * Clipboard: ** Students with this learning style will have a variety of resources and learning experiences geared toward their success. They will have written instructions and assessment tools such as the checklists and rubrics for their podcast given to them at the beginning of their assignments. They will be given a sequence chart to record all of their notes, and all expectations will be established by the teacher as well as in handouts such as the podcast product description.
 * Microscope: ** Students will be able to discovery learn through using their sequence chart to analyze and describe their 3M Olympics class data, through the 3M Olympics activity, analyzing data, and various discussions about what outside factors can affect data set pieces.
 * Puppy: ** Teacher and peer feedback will provide encouragement of student progress. All students will be required to provide feedback as well as listening to others ideas which will lead to an open environment. All groups are required to work equally, and students have the opportunity to express i this is not happening anonymously which makes for a more comfortable atmosphere.
 * Beach Ball: ** Students will be able to complete the 3M Olympics activity which is a very spontaneous and free activity that allows students to work hands on with the content and have fun with it as well. Students are free to format their podcast how ever they like which gives them choice and this will show that they understand what they have learned because it requires them to consider things outside of their realm of understanding and thought.


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

Students will know formulas and vocabulary: mean, median, mode, IQR, and mean absolute deviation. These topics will be covered through student activities, class discussions, homework, and the Podcast product (See Content Notes). These topics and their coverage will meet the common core standards.
 * // Content Knowledge: //**

Common Core State Standards Content Area: Math Grade Level: Grade 6 Domain: Statistics and Probability Standard: Develop understanding of statistical variability and summarizing and describing distributions Students will understand statistical variability and how to summarize and describe distributions. This is addressed through the lesson when students are asked to use quantitative measures and other thoughts to describe patterns in a data set. The will do this during class discussion, in their notes, and through the creation of their podcast.
 * // MLR or CCSS: //**

Students will be able to consider quantitative measures when describing the overall patterns and striking deviations of data sets when referring to the context in which the data was collected. When students are asked to create a podcast that describes the overall patterns of a self-collected data set using quantitative measures in reference to the context in which the data was collected, they are being asked to think outside their box in an empathetic sort of role. Students must really think about the situation, and consider multiple aspects and factors that can affect the outcomes of the pieces in a data set. The must really think about the data set and how it was collected, and think how the data could have been more accurate or useful, and what things led it to be what it is.
 * // Facet: //**


 * // Rationale: //** Students will know formulas and definitions for mean, median, mode, IQR, and mean absolute deviation. Please refer to content notes for further information. These topics will be covered through various activities: the sequence chart note taking, the 3M Olympics activity, class discussion, and the creation of the podcasts.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * Rationale: ** Students will utilize type II technology in various formats throughout this lesson. The creation of a podcast that describe the overall patterns of a self collected data set using quantitative measures is type II technology itself, as well as finding music that can be cut to the appropriate time limits and put with the podcast. Students will also be expected to find or create a picture related to the data set that will explain visually the data their are describing, and upload it with the podcasts to the class wiki, this is a form of type II technology as well. These forms of type two technology allow students to express themselves however they may; they can create a talk show, or a song, but it forces them to truly engage in the process of describing data sets because they must understand this to be able to put it into a different story line.


 * MI Strategies: **
 * Verbal-Linguistic: ** is present in the performance task when students are asked to describe a data set using quantitative measures and discuss how outside factors effect a data set.
 * Logical-Mathematical: ** is present when students must analyze and determine possible outside factors that effects the pieces of a data set, as well as when they are ask to calculate quantitative measures of a data set.
 * Interpersonal: ** this intelligence is addressed when students are asked to get into think-pair-share groups and fill out a sequence chart with their calculations for quantitative measures.
 * Intrapersonal: ** this intelligence is addressed when students are asked to self-reflect in journals what they learned through the creation of their podcast.
 * Visual: ** Students are asked to upload a graphic to the wiki in relation to their podcast dialogue and data collection.
 * Bodily Kinesthetic: ** My hook is very bodily kinesthetic because students are asked to move around and engage in Olympic games so they can collect their own numerical data set.
 * Naturalistic: ** The hook allows students to be outside enjoying the atmosphere while engaging in an activity where they collect their own numerical data sets.


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * Rationale: ** Both types of assessments were used in order. Formative assessments were used to help refine the student product and develop student understanding (checklists/ rubric). In addition, summative assessment was applied to the students' final products, in order to grade for mastery.

The pre-assessment for this unit will be done with the graffiti board technique where students are presented with the central topic of the lesson (statistics), and as a group they will write or illustrate anything they know or understand about statistics. Also, the homework assignment proceeding lesson one and preceding this lesson will be a pre assessment for this lesson as well. Students will be checked for understanding using the three-minute review technique during the class discussion about observing patterns in data sets. Students will complete a self-assessment through self-grading of their product rubrics and checklist for their podcast project. Students will be assessed by peers when they share a sample of their podcast and each member of the other group they meet with will grade the others through the rubric and checklists with comments and feedback. For teacher feedback, students will post an assignment on the wiki for the teacher to assess using the checklist and rubric, the teacher will comment back to the group on anything the must add to their presentations.
 * Formative: **

Students will be break up into groups of three to create a podcast using garage band that describes the overall patterns of a self-collected data set by using a quantitative measure and considering the outside contributing factors. They must think of a statistical question that they would like to analyze, and ask questions to answer that statistical question. Using the data from the answers to their statistical question, they will calculate each of the quantitative measures for their data set. They must then use these measures to describe the patterns in their data set, and discuss what possible outside factors could have produced such data pieces. This must be done through the creation of a podcast, the podcast can have any storyline to it desired, it should have some sort of music or sounds, as long as all the information is included. Along with the podcast that they will link to the wiki, they will be required to upload an image found on the internet or created by hand related to their data set.
 * Summative: **

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