L5+Amari,+Alyssa

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Miss. Amari **__Lesson #:__** 5 **__Facet:__** Organize
 * __ Grade Level __**** : ** 6 **__Numbers of Days:__** 2
 * __ Topic: __** Statistics


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** numerical data can be summarized through reporting the number of observations, describing the context in which the data was investigated, how the data was measured, and its units of measurements.


 * Student will know ** critical details: displaying numerical data in different forms, calculating quantitative measures, and recognizing patterns in data displays.


 * Student will be able to ** analyze sets or displays of data by making observations.


 * Product: ** Prezi Diagram

// 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 to analyze graphical displays by looking for variability and patterns in the distributions of the data.
 * 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 observed all of the four data set individually through the one-minute-essay technique in their journals. After this, the teacher will provide written feedback in their journals as a response.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will complete self-sssessment rubrics and reflection journals, peers will help give feedback through the round-robin strategy, and students will receive feedback from 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 Prezi diagram that shows a display of numerical data connecting with observations, analyzations, and summarizations. Students will be put into groups where they are given a data set. They will need to create some sort of data display that best represents their data set. The Prezi Diagram should include images, audio, and some sort of video to explain their observations of the data set. The students should brainstorm observations, analyzations, and summarizations that will help to describe their data set and display as a whole. They will be assessed through their ability to accurately and effeciently observe the data in such a way that they can make specific observations.This Prezi will be linked to wiki so that other students can see, and it will be presented to the class. Students will be assessed through teacher graded rubrics.
 * __ Summative (Assessment of Learning): __**

Students will utilize type II technology in the form of the creation of a Prezi diagram involving pictures, audio, and video that will describe a real life set of data by making analyzations.
 * __ Integration __**
 * Technology: **

Art: Student will be creating their own Prezi, which will involve artistic abilities.
 * Content Areas: **

After the teacher introduces techniques to observe numerical data sets, students will receive an observation chart and will be cued by music to go around to four different stations with a posted picture of a data set where they will use the observation chart to record their observations of the data. The will take all the time they need to complete the observation chart, and then the music will be cued again and they will continue this process until their chart is filled completely. Students will also engage in the technique known as round robin brainstorming where they will be put into groups of four, one group at each posted data set, and they will brainstorm observations and ideas about the data set. In these groups they will take their brainstorming ideas and create a Prezi Diagram with images, audio, and some sort of video to explain their observations of the data set.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

The students will broken into groups of four randomly through numbered cards 1-4, and the students will break into groups with a different number than their own. The students will engage in the round robin activity for the first step toward the completion of their project. One person can be appointed as the recorder for this activity, and a statistical data set and displays for that data set will be posted at different stations from the graphic organizer activity. Students will be given time to think about and observe the data and data displays. After the "think time," all the members of the team will share responses with one another round robin style. The recorder will write down the answers/ observations of the group members. The person next to the recorder starts and each person in the group in order gives an answer until time is called. This process will continue, and can be done for each type of graph so the students can make their observations and analyzations. All of the work will be equal for this product, each person will have a chance at recording their group member responses for a specific question of the project. Then as a group they will use those responses to craft their Prezi. To ensure that the work was equal, each member of the group will individual write a journal entry that describes their contribution to the Prezi in comparison to the other group members of the project.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Interpersonal: ** Group brainstorming discussions about observations of a certain data set in the round robin brainstorming activity.
 * Verbal: ** Having students write their own one-minute essay to discuss what they understand or do not understand.
 * Logical-Mathematical: ** Students individually observing the four data sets and making observations based on what they see and know.
 * Intrapersonal: ** Self-assessing work with their rubric as well as journal reflections relating to what they have learned.
 * Visual: ** Creating a Prezi diagram with videos and images.
 * Bodily Kinesthetic: ** Having students move around between each data set before the music runs out.
 * Musical: ** Using music to keep the kids engaged in the individual observations of 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 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 utilize type II technology in the form of the creation of a Prezi diagram involving pictures, audio, and video that will describe a real life set of data by making analyzations. The fact that the Prezi must contain different forms of pictures, audio, and video make this assignment much more of a type II technology assignment. The students will have to research all of these resources and embed them into the Prezi. Also, students will have the technological note-takign alternative //Inspiration//. All of the discussions involving mathematical processes will be taught on the smart board which is also type II technology because it can be adjusted and can use many different resources online.
 * Type II technology: **

Gifted students will have opportunities in this lesson to work with material that will challenge them and have them move forward. The randomly assigned cards will not be that random, in fact, the gifted students will be grouped together and they will be stationed at a data set/ displays that are a little more difficult to analyze. This will allow them to work with the content differently, and still be able to learn.
 * Gifted Students: **

Timer for round-robin brainstorming
 * __ 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 observation graphic organizer for each student
 * Printouts of the Prezi rubrics for each student
 * Extra printouts of the Prezi rubrics for feedback sessions
 * Printouts of the Prezi product description for each student
 * Students will need notepads to write in
 * Students will need journals to reflect in
 * Sample data sets and graphical displays
 * Music for graphic organizer activity
 * Numbered cards for grouping

How to analyze data and graphical displays: []
 * __ Source for Lesson Plan and Research __**
 * Observation 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: []
 * Round Robin Activity: [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities]
 * Prezi Link: [| http://prezi.com/]
 * Prezi Tutorial: []


 * __ 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) //
 * __ First Part __**

Students will be seated in cluster arrangement. The clusters will be clusters of four desks, this will make group work easier, as well as class mobility.

Day 1: Students will hand in homework review Hook (10 min) Class Discussion (30 min) Musical Observation (10 min) Prezi Introduction, Handout descriptions and rubrics (10 min) Round Robin Brainstorming for Prezi (20 min) One-minute-essay in journals (1 min) Homework: Watch Prezi Tutorial and explore software

Day 2: Quick review (10 min) Time to work on product (40 min) Feedback Session on Pre-Prezi Wiki Post (10 min) Time to edit (15 min) Final reflection/ self-assessing journal entry (5 min) Homework: Feedback at least two other Prezis in wiki comments and Group Evaluation in journals

For this lesson, my students will understand that numerical data can be summarized through reporting the number of observations, describing the context in which the data was investigated, how the data was measured, and its units of measurements. The students will work with data by looking at how to observe the different aspects that can affect the data set pieces. This lesson will be very similar to lesson three except that it will embellish a little more on factors such a measurements, context, and other specific observations in relation to quantitative measures. There are several jobs worldwide that use numerical data, the teacher will explain to students that it is important to understand how to observe things in a way that makes reference to contributing factors. This should help students to develop an understanding of statistical variability and summarizing/ describing distributions. The very beginning of the lesson will begin as students enter the classroom and are given back name tags that they will not know or see. Students will each be given a name of a famous person placed on their back. In random groups of four, each student will have to figure out who they are by asking questions that require others to answer in a way that does not give away who they are. The questions should involve things that people have made observations about. This will be a way for us to begin the math lesson, and will give students a way to connect what they are learning about data observation to real life observations.**Where, Why, What, Hook Tailors:** //Kinesthetic (Hook), Logical (Hook), Interpersonal (Hook)//

Students will know critical details: displaying numerical data in different forms, calculating quantitative measures, and recognizing patterns in data displays. They will have gained this knowledge through the four previous lessons, and in this lesson the teacher introduces techniques to collect and analyze numerical data sets (See Content Notes: [] ) and ( [] ). The teacher will discuss with students, using the smart board, about the different ways data can be observed, as well as many factors that can affect data sets. To explore this knowledge, students will receive an observation chart ( [] ) and will be cued by music to go around to four different stations with a posted picture of a data set where they will use the observation chart to record their observations of the data. Each station will have a data set and four different graphs for each data set. The students will be cued by music to walk around the room until the music ends and they end up at a station. The students will have to have gone through each station to complete their observation chart. Using what was written and discussed on the smart board, each student will observe the data sets and graphs and make observations and inferences about the data and its graphs. Their observation chart will be filled out and then they can add the notes from the smart board as well. the students will be offered the alternative note taking method "Inspiration" ( [] ) . After the observation chart has been completed, the students will be checked for understanding after they have observed all of the four data sets individually and as a group. The students will complete a one-minute-essay in their journals. After this, the teacher will provide written feedback in their journals as a response. The feedback and essays will be used as a determination of each students readiness levels so that they can be grouped for the Prezi project the next class.
 * __ Second Part __**
 * Equip, Explore, Rethink, Revise, Tailors: ** //Musical (Observation Chart), Interpersonal (Graphic Organizer), Intrpersonal (one-minute-essay), Logical (Observation Chart), Linguistic (DIscussion), VIsual (Data set stations).//

After the observation chart has been completed, the teacher will hand out a product description and rubric for the Prezi [|(http://prezi.com/] ) project. The teacher will have a brief description of the project with the students. Then the students will engage in the technique known as round robin brainstorming ( [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] ) where they will be put into groups of four, one at each posted data set, and they will brainstorm observations and ideas about the data set.The students will broken into groups of four randomly through numbered cards 1-4, and the students will break into groups with a different number than their own. The students will engage in the round robin activity for the first step toward the completion of their project. One person can be appointed as the recorder for this activity, and a statistical data set and displays for that data set will be posted at different stations from the graphic organizer activity. Students will be given time to think about and observe the data and data displays. After the "think time," all the members of the team will share responses with one another round robin style. The recorder will write down the answers/ observations of the group members. The person next to the recorder starts and each person in the group in order gives an answer until time is called. This process will continue, and can be done for each type of graph so the students can make their observations and analyzations. The round robin brainstorming will help students prepare and brainstorm for their Prezi project. The students will create a Prezi diagram that shows a display of numerical data connecting with observations, analyzations, and summarizations. In their groups the students will be given a data set. They will need to create some sort of data display that best represents their data set. The Prezi Diagram should include images ( [] ) , audio, and some sort of video to explain their observations of the data set. The students should brainstorm observations, analyzations, and summarizations that will help to describe their data set and display as a whole. They will be assessed through their ability to accurately and effeciently observe the data in such a way that they can make specific observations.This Prezi will be linked to wiki so that other students can see, and it will be presented to the class. Students will be assessed through teacher graded rubrics.All of the work will be equal for this product, each person will have a chance at recording their group member responses for a specific question of the project. Then as a group they will use those responses to craft their Prezi. To ensure that the work was equal, each member of the group will individual write a journal entry that describes their contribution to the Prezi in comparison to the other group members of the project. In these groups they will take their brainstorming ideas and create a Prezi Diagram with images, audio, and some sort of video to explain their observations of the data set. Essentially this Prezi project will help strength and ensure that students will be able to analyze sets or displays of data by making observations.Students will watch the Prezi tutorial for homework, to help better their understanding of the Prezi software. In the second day of class, the teacher will review the material to clear up an misunderstandings. The students will work in class and post their pre-diagram to the class wiki where students from other groups will comment with their observations gathered in their original observation charts. This will allow the group members to receive peer feedback that has observations they may have not included. After receiving this feedback they will self assess their diagram using a rubric. This will help the students to create a more finalized plan for the teacher to review. The teacher will also comment on the pre-diagrams to give additional feedback. The teacher will also pre-approve each diagram with the rubric before its final presentation to ensure that each group has done what was required.
 * __ Third Part __**
 * Explore, Experience, Revise, Refine, Tailors: ** //Interpersonal (Prezi), Intra-personal (self-assess), Visual (Prezi), Linguistic (Prezi), Logical (Prezi)//

Students will self-assess during the lesson and also at the end of the lesson. The self-assessment during the lesson will be when student self-assess their Prezi in comparison to the rubric. They will also complete a one-minute-essay that will have the student assess what they have gathered for the lesson on day one. Feedback for the Pre-Prezi will be given during class, and the final grade for each Prezi will be given the next class. Also, students will be required to complete a final assessment for lesson five that will be a group evaluation as well. They will write a journal entry that will self-assess their contribution to the Prezi project and how they feel they showed their understanding of the topic. It will also require them to assess their work in comparison to their group mates contribution.The homework in this lesson is used to prepare students for each day, so that the time spent in class is spent on the learning, not the preparation only. Also, the review homework assignment ( [] ) will be used as a pre-assessment for the next lesson, and the homework from lesson four is used as a pre-assessment for this lesson.
 * Fourth Section **
 * Evaluate, Tailors: ** Intrapersonal (self-assess)

Students will know….. 1. **Implement your measurement system**. 2. **Organize the data you’ve collected**. How you do this depends on what you’re planning to do with it, and on what you’re interested in. 3. **Conduct data graphing, visual inspection, statistical analysis, or other operations on the data as appropriate**. We’ve referred several times to statistical procedures that you can apply to quantitative data. If you have the right numbers, you can find out a great deal about whether your program is causing or contributing to change and improvement, what that change is, whether there are any expected or unexpected connections among variables, how your group compares to another you’re measuring, etc. There are other excellent possibilities for analysis besides statistical procedures, however. A few include: 4. **Take note of any significant or interesting results**. Depending on the nature of your research, results may be statistically significant (the 95% or better certainty that we discussed earlier), or simply important or unusual. They may or may not be socially significant (i.e., large enough to solve the problem). There are a number of different kinds of results you might be looking for. 5. **Interpret the results**. Once you’ve organized your results and run them through whatever statistical or other analysis you’ve planned for, it’s time to figure out what they mean for your evaluation. Probably the most common question that evaluation research is directed toward is whether the program being evaluated works or makes a difference. In research terms, that often translates to “What were the effects of the independent variable (the program, intervention, etc.) on the dependent variable(s) (the behavior, conditions, or other factors it was meant to change)?” There are a number of possible answers to this question: Resource: []
 * __ Content Notes __**
 * Clearly define and describe what measurements or observations are needed. The definition and description should be clear enough to enable observers to agree on what they’re observing and reliably record data in the same way.
 * Select and train observers. Particularly if this is part of a participatory process, observers need training to know what to record; to recognize key behaviors, events, and conditions; and to reach an acceptable level of inter-rater reliability (agreement among observers).
 * Conduct observations at the appropriate times for the appropriate period of time. This may include reviewing archival material; conducting interviews, surveys, or focus groups; engaging in direct observation; etc.
 * Record data in the agreed-upon ways. These may include pencil and paper, computer (using a laptop or handheld device in the field, entering numbers into a program, etc.), audio or video, journals, etc.

Observation Chart Prezi product description Prezi Rubric
 * __ 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 (Prezi 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 four column 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. Also, each student will have their own specific part in the Prezi creation.
 * // Microscope: //**

The students are going to be groups according to their readiness level for the Prezi diagram, 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 Prezi diagram 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. 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 critical details: displaying numerical data in different forms, calculating quantitative measures, and recognizing patterns in data displays. The topics will be covered through class activities, discussions, homework, and the creation of the Prezi diagram (See Content Notes). These topics and their coverage will meet the Common Core Standard.
 * // 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: //**

The common core standards were used in this lesson through teaching the students how to analyze data sets and graphical displays the students will then be able to apply this knowledge when looking at different graphs and other sets of data in relation to their variability.

Students will be able to analyze sets or displays of data by making observations. When students are asked to create a Prezi Diagram, they are being asked to analyze a given data set with its graphical displays by making their own observations and inferences. The students will have to really think about everything they have learned in previous lessons to be able to analyze what their data set really means.
 * // Facet: //**

All aspects of this lesson are taught toward the common goal of getting students to be able to analyze sets and displays of data by making their own observations and inferences about what they see. The creation of their Prezi will require the students to demonstrate their understanding of this, and many of the class activities are geared toward the ultimate completion of this product.
 * // Rationale: //**


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


 * // MI Strategies: //**
 * Interpersonal: ** Group brainstorming discussions about observations of a certain data set in the round robin brainstorming activity.
 * Verbal: ** Having students write their own one-minute essay to discuss what they understand or do not understand.
 * Logical-Mathematical: ** Students individually observing the four data sets and making observations based on what they see and know.
 * Intrapersonal: ** Self-assessing work with their rubric as well as journal reflections relating to what they have learned.
 * Visual: ** Creating a Prezi diagram with videos and images.
 * Bodily Kinesthetic: ** Having students move around between each data set before the music runs out.
 * Musical: ** Using music to keep the kids engaged in the individual observations of data sets.

Students will utilize type II technology in the form of the creation of a Prezi diagram involving pictures, audio, and video that will describe a real life set of data by making analyzations. The fact that the Prezi must contain different forms of pictures, audio, and video make this assignment much more of a type II technology assignment. The students will have to research all of these resources and embed them into the Prezi. Also, students will have the technological note-taking alternative //Inspiration//. All of the discussions involving mathematical processes will be taught on the smart board which is also type II technology because it can be adjusted and can use many different resources online.
 * // Type II Technology: //**

The grouping, feedback sessions, Prezi project, and note taking all involve a different intelligences and different technologies. Technology itself s one of the biggest ways to reach the different intelligences, and this lesson does that by allowing students to work with Prezi which can involve all of the intelligences.
 * // Rationale: //**


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

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. Students will be checked for understanding after they have observed all of the four data set individually through the one-minute-essay technique in their journals. After this, the teacher will provide written feedback in their journals as a response. Students will complete self-assessment rubrics and reflection journals, peers will help give feedback through the round-robin strategy, and students will receive feedback from the teacher while grading the rubric to provide useful feedback to the students regarding their product. The homework in this lesson is used to prepare students for each day, so that the time spent in class is spent on the learning, not the preparation only. Also, the review homework assignment will be used as a pre-assessment for the next lesson, and the homework from lesson four is used as a pre-assessment for this lesson.
 * // Formative: //**

Students will create a Prezi diagram that shows a display of numerical data connecting with observations, analyzations, and summarizations. Students will be put into groups where they are given a data set. They will need to create some sort of data display that best represents their data set. The Prezi Diagram should include images, audio, and some sort of video to explain their observations of the data set. The students should brainstorm observations, analyzations, and summarizations that will help to describe their data set and display as a whole. They will be assessed through their ability to accurately and efficiently observe the data in such a way that they can make specific observations. This Prezi will be linked to wiki so that other students can see, and it will be presented to the class. Students will be assessed through teacher graded rubrics.
 * // Summative: //**

Both types of assessments were used in order. Formative assessments were used to help refine the student product and develop student understanding (rubric), and pre-assesmments were used to challenge the learners to see if they truly understood the material. In addition, summative assessment was applied to the students' final products, in order to grade for mastery. || ||   || 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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