Integration+Plan


 * Name of Designer: ** Wendy Schamber
 * School/District: ** Lead-Deadwood 40-1


 * A. Subject Area/Topic: ** Mat h
 * Grade Level: ** 8th Grade

Math Standard:
 * B. Targeted Standard: **
 * Statistics and Probability Indicator 1 & 2**
 * Use statistical models to gather, analyze and display data to draw conclusions
 * Use a variety of visual representations to display data to make comparisons and predictions

ISTE/NETS Standard: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: Students apply digital tools to gather, evaluate, and use information. Students:
 * Critical Thinking, Problem Solving, and Decision Making**
 * identify and define authentic problems and significant questions for investigation.
 * plan and manage activities to develop a solution or complete a project.
 * collect and analyze data to identify solutions and/or make informed decisions.
 * use multiple processes and diverse perspectives to explore alternative solutions.
 * Research and Information Fluency**
 * plan strategies to guide inquiry
 * locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
 * evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
 * process data and report results

Students should know mean, median, mode, range, stem and leaf plot, line plot, outliers, box and whisker and quartiles Students should know what an axis is and how to graph along the x axis. Students need to know reliable websites vs non-reliable websites (.com vs .org and.gov)
 * C. Unpack the Standard: What do students need to know? **
 * Students will need to know **

Students should be able to calculate the mean, median, mode and range of a data set from a stem and leaf plot and a line plot. Students should be able to prepare a variety of visual representations to display data to make comparisons and predictions Students should be able to construct and use the coordinate grid in the first quadrant Students should be able to determine when to use each measure of Central tendency
 * What do students need to be able to do? **


 * D. Academic Vocabulary: **

Mean Median Mode Range Outlier Frequency Line Plot Frequency Table Histogram Venn Diagram Stem & Leaf Plot Box and Whisker Plot Quartiles Scatter Plot Trend Line (Regression Line) Trend Circle Graph


 * E. Assessments **
 * Formative: ** Students will be asked to answer some questions through "Poll Everywhere" for their progress such as "What are the measures of Central Tendency?" or "What is an Outlier?" and "How does an Outlier affect the measures of central tendency?" in both limited choice and free response text/web responses. This will require students who have them to use their phones in class. Students will also take an online quiz through the use of Google forms to find the measures of central tendency for given sets of data. These questions will assist me with knowing how much the students are understanding as we progress through the unit.


 * Summative: ** Students will be asked to perform their own data collection using a technology tool. They will need to identify the measures of central tendency, differentiate between them and illustrate the results of their collection in a box and whisker and one other format of their choosing. They will need to develop a conjecture about what would happen to their measures of central tendency if an extreme outlier were presented, or if there already is one, if it weren't. They will need to determine what that means in terms of the data and be ready to defend their conclusions. They will also be comparing and contrasting data on the same topic from different sources and determining the validity of the data they collect.


 * F. Student Learning Activity #1 **
 * What will students be asked to do? ** Students will learn to identify the measures of central tendency and find them given a set of data.
 * 1) ** How might this be framed as an inquiry based situation? ** Students are asked to investigate the differences between the data and interpret any differences they find.
 * 2) ** In what ways could this be connected to an authentic learning experience? ** Students will be asked where in real life they might need to use this data and where they might be "tricked" by it.


 * Which type of resource is this? **
 * Teacher - Offline **
 * Student - Offline **
 * ** Where will I use this activity in the instructional cycle? **
 * 1) ** Opening Motivational Activity ﻿ ** Students will take part in a "poll everywhere" activity to determine the most popular type of music. Students will then discuss as a class how the results might have been different if we asked only people over 60, or only kindergartners.
 * 2) ** Central Focus of Lesson Plan ** Students will be learning the modes of central tendency. What exactly is an average? How are Mean, Median and Mode all considered "averages"? Does it matter if we look at the most popular instead of what one DJ prefers? What visual tool can be used to display their data? Is there one type of tool that works better to visualize data over time? To identify outliers? To compare categories rather than numbers?
 * 3) ** Research Tool for Students ﻿ ** Students will use the Internet for the data collection example.
 * 4) ** Assessment Tool ** Students will be assessed on whether or not they were able to properly find the measures of central tendency, and were able to display the data visually.
 * 5) ** Remediation Tool ﻿ ** Students who are struggling will be guided to choose from a limited selection of visual representations. For example, instead of displaying data in a stem and leaf, histogram, circle graph, line graph or bar graph,they will have the option to choose from only two. This way they still need to decide which of the methods best fits the data they choose, but they aren't overwhelmed.
 * 6) ** Enrichment Tool ﻿ ** Students who grasp the concept well will be encouraged to determine what type of visual representation is best used when multiple data sets are to be displayed at the same time. Then they can present one either that they can find online or one they create from data they collect.


 * F. Student Learning Activity #2: **
 * 1) ** What will students be asked to do? ** Students will then be ﻿asked to find data for the same topic from two different sources (websites) and compare the data from the two. Students will prepare a presentation comparing and contrasting the data they found. Students will be asked to analyze the differences between the two sets of data and try to determine why there are differences. (This might include using reliable sources instead of commercial sites - Students will practice "keeping it REAL" - read, evaluate, analyze and look for links to determine if the site is reliable.)
 * 2) ** How might this be framed as an inquiry based situation? ** Students are asked to investigate the differences between the data and interpret any differences they find.
 * 3) ** In what ways could this be connected to an authentic learning experience? ** Students may be able to find a topic that really interests them - such as whether or not it's safe to bleach your teeth, which fruits are said to help your metabolism, how beneficial hip hop dance can be as a physical fitness routine, or the advantages of playing video games. If the student picks something of interest, it will be authentic because it will be relevant to their lives. Results from their findings can also be published to the class wiki, providing a method of sharing with others.


 * Which type of resource is this? **
 * Teacher - Online **
 * Student - Online **
 * ** Where will I use this activity in the instructional cycle? **
 * 1) ** Opening Motivational Activity ﻿ ** Students will review the "poll everywhere" activity and again discuss as a class how the results might have been different if we asked only people over 60, or only kindergartners. Does the creator of the webpage influence the content?
 * 2) ** Central Focus of Lesson Plan ** Students will explore the measures of central tendency by finding data for a topic of their choice. Students will create a presentation to show the differences in data between sources using visual tools.
 * 3) ** Research Tool for Students ﻿ ** Students will use the Internet for research and a program such as PowerPoint, Animoto or Voice Thread to present their findings.
 * 4) ** Assessment Tool ** Students will be assessed on whether or not they were able to properly find sources to compare and contrast, whether they found the measures of central tendency, were able to display the data visually.
 * 5) ** Remediation Tool ﻿ ** Students who are struggling will be guided to choose from a limited selection of visual representations. For example, instead of displaying data in a stem and leaf, histogram, circle graph, line graph or bar graph,they will have the option to choose from only two. This way they still need to decide which of the methods best fits the data they choose, but they aren't overwhelmed. Students can also be guided to pre-determined websites for the "commercial vs professional" sites.
 * 6) ** Enrichment Tool ﻿ ** Students who grasp the concept well will be encouraged to determine what type of visual representation is best used when multiple data sets are to be displayed at the same time. Then they can present one either that they can find online or one they create from data they collect.


 * F. Student Learning Activity #3 : **
 * 1) ** What will students be asked to do? ** Students will collect data of their own using a data collection tool for the same topic and compare and contrast their own data with that which they previously found. Students will be asked to analyze the differences between the three sets of data and try to determine why there are differences. (This might include using reliable sources instead of commercial sites, or possibly age ranges etc.)
 * 2) ** How might this be framed as an inquiry based situation? ** Students are asked to investigate the differences between the data and interpret any differences they find.
 * 3) ** In what ways could this be connected to an authentic learning experience? ** Students may be able to find a topic that really interests them - such as whether or not it's safe to bleach your teeth, which fruits are said to help your metabolism, how beneficial hip hop dance can be as a physical fitness routine, or the advantages of playing video games. If the student picks something of interest, it will be authentic because it will be relevant to their lives. Results from their findings can also be published to the class wiki, providing a method of sharing with others.


 * Which type of resource is this? **
 * Teacher - Online **
 * Student - Online **


 * ** Where will I use this activity in the instructional cycle? **
 * 1) ** Central Focus of Lesson Plan ** Students will conduct their own research and find the measures of central tendency and display their findings, along with a compare and contrast evaluation of their findings and that which they previously found. Students will present these to the class.
 * 2) ** Research Tool for Students ﻿ ** Students will use the Internet for research and a program such as PowerPoint, Animoto or Voice Thread to present their findings.
 * 3) ** Closure Activity ﻿ ** Students will present their findings to the class through PowerPoint, Animoto, or Voice Thread. Students will be prepared to field questions from the class.
 * 4) ** Assessment Tool ** Students will be assessed on whether or not they were able to properly find sources to compare and contrast, whether they found the measures of central tendency, were able to display the data visually, and conducted their own research to compare with their "other findings" and their preparedness to answer classroom questions.
 * 5) ** Remediation Tool ﻿ ** Students who are struggling will be guided to choose from a limited selection of visual representations. For example, instead of displaying data in a stem and leaf, histogram, circle graph, line graph or bar graph,they will have the option to choose from only two. This way they still need to decide which of the methods best fits the data they choose, but they aren't overwhelmed. Students can also be guided to pre-determined websites for the "commercial vs professional" sites.
 * 6) ** Enrichment Tool ﻿ ** Students who grasp the concept well will be encouraged to determine what type of visual representation is best used when multiple data sets are to be displayed at the same time. Then they can present one either that they can find online or one they create from data they collect.


 * Which 21st century skills will be addressed? **
 * Critical Thinking and Problem Solving **
 * 1) ** Identify and define authentic problems and significant questions for investigation. ﻿ ** Students must determine what they wish to collect data on and where the best resources for doing so may lie. They will need to ask themselves whether a source is commercial or informational, biased or not.
 * 2) ** Collect and analyze data to identify solutions and/or make informed decisions. ** Students need to determine if the information they collect is from a reliable source and if it should be used for consideration. If it is not a reliable source, how does including the data in with other sources that are reliable skew the data?


 * Research and Information Fluency **


 * 1) ** Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. ﻿ ** Students will evaluate whether information on any particular site is reliable or worthwhile (using REAL strategies). Students will properly give credit to their data sources and will not "copy, paste" any information from any website to their presentation.
 * 2) ** Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. ** Students will be asked to look for one commercial and one professional site to compare data from. They will then need to select an appropriate presentation tool to share their findings with the class.


 * G. How will I configure my classroom for the learning activity? **
 * Whole group instruction, using a projector and / or interactive white board Large group instruction will require a projector screen
 * One to one, with individual student laptops Each student needs one laptop computer, but not necessarily one they need to be able to take with them, for research and presentation building


 * How will I manage implementation? **
 * Classroom Management **
 * ** General computer rules/procedures ** General rules will be followed on classroom behavior and Internet protocol as per our Internet user agreement.
 * ** Specific directions for activity ** Students will be directed to look for a commercial site as well as non-commercial sites (using .com, .gov or .edu as a starting point some students may want to investigate [|www.health.gov] if it works with their topic)


 * What additional considerations will support successful implementation? **
 * ** Software- ** Program for Internet access - such as Explorer or Firefox
 * **Hardware**- Need a projector** ﻿ **, cables and computer for class presentation
 * ** Supplemental Materials ** sources for utilizing Mean, Median and Mode (such as a textbook)
 * ** Other: **


 * H. Reflect on the integration plan. What considerations need to be made? What is my alternate plan if for some reason the technology is unavailable? ** If for some reason the network is not available, we will have to move to a different unit. This unit requires the technology in order to work. (Or we will have to do it using magazines etc - which may prove to be quite difficult.)


 * N. In what ways could you tailor this integration plan to meet the individual student learning needs? ** Students with specific learning needs can be led to specific sites for research, creating less "search" time and also may be given a specific topic to research that will have easily accessible information on simple sites to navigate.