L6+Amari,+Alyssa

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Miss. Amari **__Lesson #:__** 6 **__Facet:__** Self-Knowledge
 * __ Grade Level __**** : ** 6 **__Numbers of Days:__** 3
 * __ Topic: __** Statistics


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** that numerical data can be displayed in various forms such as: number lines, dot plots, box plots, and histograms that each have distributions that can be described by quantitative data.


 * Student will know ** vocabulary: distribution, numerical data, number line, dot plot, histogram, box plot, context, mean, median, mode, variability, IQR, and mean absolute deviation. Critical Details: displaying numerical data in different forms, calculating quantitative measures, and recognizing patterns in data displays.


 * Student will be able to ** recognize that a set of numerical data collected to answer a statistical question has its own distribution that can be described by graphical displays and quantitative measures.


 * Product: ** Google Survey/ Wiki

// 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 __**

This lesson will teach students that all data can be analyzed through graphical displays and quantitative measures that have their own distributions that are unique.
 * Rationale: **


 * __ 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.
 * __ Pre-Assessment: __**

Students will be checked for understanding after they have completed their flow charts through a question board where they will post questions, understandings, and misunderstandings that will be addressed by the teacher during the teacher feedback portion of refining their product
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will complete self-assessment rubrics and reflection journals, peers will help give feedback through the co-op co-op strategy, and students will have group meetings with the teacher while grading the rubric to provide useful feedback to the students regarding their product.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will create a survey to collect data to ask a statistical question about music. The survey will be posted to the class wiki for other students to take. After, each group needs to create each of the four types of graphical displays to display your numerical data set. Then they will post each graph, along with pictures, videos, audio files, descriptions, observations, and summarizations in relation to quantitative measures on the wiki with it. The project will be graded on the students ability to include all aspects of analyzing quantitative measures and relating each process to another. This project will be presented to the class. This will be graded through teacher and peer graded rubrics/checklists.
 * __ Summative (Assessment of Learning): __**

Students will utilize type II technology in the form of their creation of a Survey on profiler pro and a wiki that will encompass everything they have learned throughout the previous lessons and also talk about how all sets of data have their own distributions that are unique
 * __ Integration __**
 * Technology: **

Music: The students will be analyzing data that is collected from asking a statistical question about music. Art: Students will be creating a wiki, and this will be a creative and artistic task. Social Studies/ Sociology: Students will be creating and distributing their own survey.
 * Content Areas: **

Students will use a flow chart to take notes during the review discussion so that they can map out each step in order that will help them to remember how to create each graph, describe/ summarize/ observe it, and calculate quantitative measures. Also, students will use the Jigsaw II technique in groups to create a google survey that will collect numerical data about their class involving a statistical question about music. This technique will be used during the portion of the lesson where students are introduced to the Google Survey/ Wiki project.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

The students will be in jigsaw II groups of four that will be pre-selected according to readiness levels. The students at lower readiness levels will be given a card with a specific piece of information they must teach to others that is suited to their readiness level. The groups will be composed of students of different readiness levels. Using this structure, students are responsible for teaching each other material. The project will be divided into four different areas (the four types of graphs), and each student on their team is assigned one area. Experts from different teams meet together at tables to discuss their expert areas. Students will then return to their teams and take turns teaching. The work is meant to be equal, each part has the same amount of work, just a different readiness level. This will ensure that students will have to complete the same amount of work to ensure the project is fully completed. To ensure that each student has completed their part, they will each complete a self-assessing journal entry that explains their contribution to the product in relation to their other group members work.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Interpersonal: ** Students will be working in groups of four to create their wiki and survey.
 * Verbal: ** Having students write out questions for the question board for checking for understanding.
 * Logical-Mathematical: ** Creating a flow chart of the many processes involved in analyzing numerical data.
 * Intrapersonal: ** Self-assessing work with their rubric as well as journal reflections relating to what they have learned about analyzing data.
 * Visual: ** Creating a wiki with images and videos.
 * Musical: ** The product is about analyzing data from a statistical question involving music.


 * __ 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 wil 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 four, so any work missed that involves you group can be found and explained through your remaining partners. Having multiple 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 your were absent or are going to be absent, you are still expected to fully contribute to all group work. If for some reason you can not contribute to the group work, you may talk to the teacher and they will plan accordingly.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Students will be creating a survey to collect data to ask a statistical question about music.The survey will be posted to the class wiki for other students to take. After, each group needs to create each of the four types of graphical displays to display your numerical data set. Then they will post each graph, along with pictures, videos, audio files, descriptions, observations, and summarizations in relation to quantitative measures on the wiki with it. This will allow students to work with various types of media that will help enhance their wiki presentation. All of the instruction and discussion lead by the teacher will be done with the assistance of a smart board; this will help display information for all types of learners and intelligences because you can use various internet resources to enhance the discussion. Also, all students will be offered the technological note-taking alternative //Inspiration// which, allows students to take notes in their own ways and include pictures etc. to help them with their notes.
 * Type II technology: **

When students are placed in their jigsaw groups they will be given a certain area for the wiki/ google survey project to master and teach. These groups and sections will be predetermined by readiness levels, so the gifted students will have the opportunity to work with a more difficult graph making process as well as a more difficult graph to observe and analyze. This will challenge the gifted students in such a way that they are not bored with the assignment and they will not be restricted by students at a different readiness level.
 * Gifted Students: **

Sample statistical questions
 * __ Materials, Resources and Technology __**
 * A copy of the unit syllabus
 * Laptops for all of the class
 * White board (or smart board) and markers
 * Printouts of the flow chart graphic organizer for each student
 * Printouts of the Wiki/Google Survey rubrics and checklists for each student
 * Extra printouts of the Wiki/ Google Survey checklists for feedback sessions
 * Printouts of the Wiki/Google Survey product description for each student
 * Students will need notepads to write in
 * Students will need journals to reflect in
 * Grouping Cards
 * Class Wiki

Distribution with data sets and graphical displays: []
 * __ Source for Lesson Plan and Research __**
 * Flow Chart Graphic Organizer: []
 * Creative Commons and Flickr so students can fin non-copyrighted pictures: []
 * Inspiration Link for alternative note taking methods: []
 * Information on Collecting and Analyzing data: []
 * Jigsaw II Activity: []
 * Google Survey: [|www.google.com]
 * Google Survey Tutorial: []
 * Wikispaces: http://www.wikispaces.com
 * Wikispaces tutorial: [| http://www.wikispaces.com/content/wiki-tour]


 * __ 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 of four desks. This will make group work a lot easier, as well as interactions with other students and the teacher as a whole. The clusters will create more room for students to move around freely and have space to work.
 * __ First Section __**

Day 1: Hook (15 min) Hook Discussion (10 min) Class Review/ Discussion (35 min) Flow chart small group discussion (10 min) Question Board Activity (10 min)

Day 2: Question board review (15 min) Introduction to Wiki/ Google Survey Project (15 min) Time to explore Google Survey/ Wiki (15 min) Grouping (5 min) Time to work on project (30 min)

Day 3: Time to work on Project (30 min) Feedback Session (20 min) Teacher Feedback (10 min) Time to finish up (20 min) Homework: Peer Feedback, Self-assessment

Students will understand that numerical data can be displayed in various forms such as: number lines, dot plots, box plots, and histograms that each have distributions that can be described by quantitative data. Basically, students will be tying up all that they have learned in this unit. This lesson will take all of the information they have learned and apply it to the final concept of all data and graphs having their own unique distributions. This lesson will be the pre-assessment/ formative assessment for the webquest and student sample that will proceed. The teacher will discuss with students the importance of this lesson by discussing how important it is to describe things. Fr example, graphs are useless if you do not know how to describe them and that is similar to many other things, like names of people. By the end of this lesson students will have developed an understanding of statistical variability and summarizing/ describing distributions because they will take all of the previous lessons knowledge and learning and apply it to all data. My hook will begin as students enter the class; four students will be put at at each table will be given either a picture, a sentence, a number, or an object that relates to a person or a thing. For example, if the person were Thomas Edison, there might be picture of a light bulb, a famous quote, and a year that he was born. They will need to discover who or what it is and then explain to the class how each thing relates to the person or object. This will bring students toward the lesson discussion of how they can use everything they have learned to describe the distribution of data and graphs.
 * Where, Why, What, Hook Tailors: ** //Interpersonal (Hook), Logical (Hook), Linguistic (Hook)//

Students will know vocabulary: distribution, numerical data, number line, dot plot, histogram, box plot, context, mean, median, mode, variability, IQR, and mean absolute deviation and Critical Details: displaying numerical data in different forms, calculating quantitative measures, and recognizing patterns in data displays, and Formulas: for calculating mean, median, mode, interquartile range, and mean absolute deviation (See Content Notes). Essentially, students will be using everything they have learned from previous lessons and applying it to one new concept of distributions and how they are unique to all graphs and data. The content will be taught through class discussion using the smart board; the teacher will show a set of data and graphs and start with the beginning content and teaching students to use it to describe distributions. Students will use a flow chart ( [] )to take notes ( [] ) during the review discussion so that they can map out each step in order that will help them to remember how to create each graph, describe/ summarize/ observe it, and calculate quantitative measures as well as using these things to describe the distribution. After they have mapped these processes out, the students will get together in their table groups and find a sample data set online. They will then complete each step as a group and work toward the final goal of describing the unique distribution. After the discussion students will be checked for understanding after they have completed their flow charts through a question board where they will post questions, understandings, and misunderstandings that will be addressed by the teacher during the teacher feedback portion of refining their product. The students may post as many questions as they wish, and they will be addressed by the teacher during class. This will allow students to anonymously submit and concerns and questions they still have regarding the content.
 * Second Section **
 * Equip, Explore, Rethink, Revise, Tailors: ** //Interpersonal (Graphic Organizer activity), Intra-personal (Graphic Organizer), Linguistic ( Discussion), Logical (Graphic Organizer), Visual (Graphic Organizer& Smart board)//

Students will use the Jigsaw II technique ( [] ) in groups to create a google survey that will collect numerical data about their class involving a statistical question about music. The question can be any sort of question, but it must relate to music in some way or form. Students will create a survey ( [|www.google.com] ) to collect data to ask a statistical ( [] ) question about music.The survey will be posted to the class wiki ( http://www.wikispaces.com ) for other students to take. After, each group needs to create each of the four types of graphical displays to display your numerical data set. Then they will post each graph, along with pictures ( [] ), videos, audio files, descriptions, observations, and summarizations in relation to quantitative measures on the wiki with it. The project will be graded on the students ability to include all aspects of analyzing quantitative measures and relating each process to another.This project will be presented to the class. This will be graded through teacher and peer graded rubrics/checklists. The survey will be posted to the class wiki for other students to take. After, each group needs to create each of the four types of graphical displays to display your numerical data set. Then they will post each graph, along with pictures, descriptions, observations, and summarizations in relation to quantitative measures on the wiki with it. Essentially this lesson will lead students to be able to recognize that a set of numerical data collected to answer a statistical question has its own distribution that can be described by graphical displays and quantitative measures. This is the understanding that students will be able to tie in all the content learned in lessons one through five, and apply it to the concept of graphs and data having their own unique distributions.The students will be in jigsaw II groups of four that will be pre-selected according to readiness levels. The students at lower readiness levels will be given a card with a specific piece of information they must teach to others that is suited to their readiness level. The groups will be composed of students of different readiness levels. Using this structure, students are responsible for teaching each other material. The project will be divided into four different areas (the four types of graphs), and each student on their team is assigned one area. Experts from different teams meet together at tables to discuss their expert areas. Students will then return to their teams and take turns teaching. The work is meant to be equal, each part has the same amount of work, just a different readiness level. This will ensure that students will have to complete the same amount of work to ensure the project is fully completed. To ensure that each student has completed their part, they will each complete a self-assessing journal entry that explains their contribution to the product in relation to their other group members work. Basically students will show me evidence of learning by being able to accurately show me that they can complete all of the processes learned in previous lessons, and then apply them to the concept of distributions. This will truly test their understanding of old concepts because they must understand them to be able to apply them. Students will self assess their own work through self grading rubrics and checklists for their product as well as reflecting on their work in their journals. They will also be assed and given feedback by other group members when they comment on their project outline on their wiki home page. Before the students can complete their wiki, they will have to post a project outline that will be given feedback by another group in the class. This will allow students to share ideas and possibly rethink their wiki before its final creation. Students will add to their outlines after they have received the peer feedback. In order for the students to complete their project, a complete outline and list of resources must be checked and approved by the teacher who will provide feedback accordingly through group meetings with the teacher. This will allows students to make sure that they are on the right path for their project and complete all fo the steps fully and accurately.
 * Third Section **
 * Explore, Experience, Revise, Refine, Tailors: ** //Interpersonal (Wiki), Intra-personal (Self-assess), Linguistic (Feedback), Logical (Wiki), Visual (Wiki), Musical (Survey)//

Students will complete self-sssessment rubrics and reflection journals, the rubrics and checklists will be done before and after peer/ teacher feed-backing, this will allow students to really think out what they are doing. Students will finally self-assess after the project has been completed and students can assess their own contribution and learning as well as their own contribution and learning compared to the other members of their groups. Peers will help give feedback through the jigsaw II strategy, and students will have group meetings with the teacher while grading the rubric to provide useful feedback to the students regarding their product. The teacher will provide feedback in a timely fashion during the class feedback sessions; he teacher will review the outlines and wikis before students have passed them in, this will make sure that they have done everything efficiently and effectively. When the final project is done, I will make sure to grade the wikis before the next class. The only homework will be peer feedback and self-assessment of the final product wiki.
 * Fourth Section **
 * Evaluate, Tailors: ** //Intrapersonal (Self-Assessment)//

Students will know….. Knowing that each graph has its own distribution is very important; distributions essentially describe the entire pattern and causes of the data. Distributions are also known as certain patterns in data and graphical displays. Distributions can be described by shape, frequency, and quantitative measures/ terms. Understanding that shape shows frequency and frequency shows shape is very important. This lesson will introduce the idea of distribution but use all of the other content notes to describe distribution. Students can use mean, median, mode, IQR, mean absolute deviation to describe the distribution by using each term to describe the shape and pattern of the data and graphs. Also, students can use graphs that they have created to describe the shape of the data distributions. They can make analyzations, summarizations, and observations to describe distribution as well. (See content notes from the five previous lessons). More information on describign distributions ( [] ).
 * __ Content Notes __**
 * // Distribution: //** the position, arrangement, or frequency of occurrence (as of the members of a group) over an area or throughout a space or unit of time.

Wiki/Google Survey Product Description Wiki/ Google Survey Rubrics Wiki/Google Survey Checklists Flow Chart Graphic Organizer
 * __ 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 __//**

The entire process of this lesson is very organized and structured in a way that will help students to always have clear instructions (Wiki product description) and procedures (assessment and feedback), and clear expectations like in the product description and through feedback sessions and discussions with the teacher. All of the processes for observing data will be presented to the students very clearly on the board, and they will have the flow chart that allows them to organize this information very neatly.
 * // Clipboard: //**

The hook is very interesting and engaging; it allows the students to explore and compare the observing data in comparison to observing people. There are several discussion periods throughout the lesson with the teacher and other classmates, this allows students to really open up their thinking and begin to understand the graph making processes and calculations in comparison to distributions. Also, each student will have their own specific part in the Wiki creation.
 * // Microscope: //**

The students are going to be groups according to their readiness level for the Wiki, and this will allow them to work with material that will likely be more comfortable for them. They will be grouped with people at different readiness levels, and this will help them to learn from their peers, and have group mates that will help them when needed. There are several feedback sessions that require each student to talk to other students about their project and receive helpful feedback, and this will require students to listen to others.
 * // Puppy: //**

The Wiki is a project that can be designed however students want, this will present students will some freedom and individuality. The hook will give students a chance to connect to their real lives by making observations and analyzations. There are a variety of resources available to the students to increase their observation skills.
 * // Beach Ball: //**


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

Students will know vocabulary: distribution, numerical data, number line, dot plot, histogram, box plot, context, mean, median, mode, variability, IQR, and mean absolute deviation. Critical Details: displaying numerical data in different forms, calculating quantitative measures, and recognizing patterns in data displays. This content will be covered through various activities involving students in groups, during their Google survey/ wiki creation, the jigsaw activity, etc.
 * // 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
 * // MLR or CCSS: //**

Students will be able to recognize that a set of numerical data collected to answer a statistical question has its own distribution that can be described by graphical displays and quantitative measures. The students will use everything they have learned how to do throughout the five previous lessons and build upon it in this lesson by using their knowledge to make the connection between data sets and distribution. They will use their graphic skills, the abilities to calculate quantitative measures, and the knowledge of how to summarize, describe, and observe data.
 * // Facet: //**


 * // Rationale: //** This lesson will tie all of the lessons together as well as the students mastery of this standard because it will really test their ability to summarize, describe, and observe data and how to understand variability between different data sets. The students will learn about distribution and how each set of data has its own unique distribution by forcing them to apply their knowledge from previous lessons.


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


 * // MI Strategies: //**
 * Interpersonal: ** Students will be working in groups of four to create their wiki and survey.
 * Verbal: ** Having students write out questions for the question board for checking for understanding.
 * Logical-Mathematical: ** Creating a flow chart of the many processes involved in analyzing numerical data.
 * Intrapersonal: ** Self-assessing work with their rubric as well as journal reflections relating to what they have learned about analyzing data.
 * Visual: ** Creating a wiki with images and videos.
 * Musical: ** The product is about analyzing data from a statistical question involving music.

Students will be creating a survey to collect data to ask a statistical question about music.The survey will be posted to the class wiki for other students to take. After, each group needs to create each of the four types of graphical displays to display your numerical data set. Then they will post each graph, along with pictures, videos, audio files, descriptions, observations, and summarizations in relation to quantitative measures on the wiki with it. This will allow students to work with various types of media that will help enhance their wiki presentation. All of the instruction and discussion lead by the teacher will be done with the assistance of a smart board; this will help display information for all types of learners and intelligences because you can use various internet resources to enhance the discussion. Also, all students will be offered the technological note-taking alternative //Inspiration// which, allows students to take notes in their own ways and include pictures etc. to help them with their notes.
 * // Type II Technology: //**

The different grouping techniques, activities, instruction, and incorporation of the Wiki/ Google Survey and Smart Board are all different instructional tools that were used to the different needs of the students. The various types of technology have many different working aspects that can be used for all intelligences.
 * // Rationale: //**


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

Students will be checked for understanding after they have completed their flow charts through a question board where they will post questions, understandings, and misunderstandings that will be addressed by the teacher before the completion of the student wiki/Google Survey and during the teacher feedback portion of refining their product. There will be various feedback and self-assessment opportunities; students will complete self-assessment rubrics and reflection journals, peers will help give feedback through the co-op co-op strategy, and students will have group meetings with the teacher while grading the rubric to provide useful feedback to the students regarding their product. 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 so that it can be determined where students are in relation to the content of quantitative measurements. They will also have a homework assignment after the end of the lesson that will be graded and used as a pre-assessment for the next lesson.
 * // Formative: //**

Students will create a survey to collect data to ask a statistical question about music. The survey will be posted to the class wiki for other students to take. After, each group needs to create each of the four types of graphical displays to display your numerical data set. Then they will post each graph, along with pictures, videos, audio files, descriptions, observations, and summarizations in relation to quantitative measures on the wiki with it. The project will be graded on the students ability to include all aspects of analyzing quantitative measures and relating each process to another. This project will be presented to the class. This will be graded through teacher and peer graded rubrics/checklists.
 * // Summative: //**

Each of the assessments used in this lesson (pre, formative, and summative) are all geared towards students mastering an understanding of how all sets of data collected to answer a statistical question are unique in the sense that they have their own distribution. Each type of assessment looks at this, and really requires students to demonstrate that they understand this individually, in groups, and before they start out the lesson. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
 * // Rationale: //**
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