BHAG – Big Hairy Audacious Goal Learners will use basic skills of a statistician to research social media platforms teenagers use to create a product, video, or presentation that provides data analysis communicating the results. STAGE 1 – DESIRED RESULTS Established Goals: Learners will identify and interpret numeric and categorical data with numerical and graphical summaries. Learners will identify social media platforms and analyze and evaluate the data collected. Learners will create graphical representation displaying numeric data. Understandings: Learners will understand that… Various graphs can be used to represent data. Interpreting data can influence decisions and predictions. The research of social media platforms (or any research) they do online will reflect information from around the world.
Essential Questions: How do you analyze real world scenarios? How do you interpret data from numerical and graphical representations? How can you collect, organize, and display data? Why do we represent data using graphs and measures of center and spread? Why is it important to find the mean, median, mode, range, and interquartile range of a data set?
Learners will know… That data can be represented in many ways (numerically or graphically). The collection of data helps individuals, schools, and corporations make informed decisions or predictions. The internet is a device that allows us to collect data from around the world.
Learners will be able to… Collect and organize data and display the data using dot plots, stem-and-leaf plots, histograms, and box plots. Read, describe, and interpret data and explain the center, spread, and shape of a set of data. Find the mean, median, mode, range, and interquartile range of numerical and graphical summaries. Construct and describe the relative frequency table and percent bar graph for a set of data. Effectively conduct research online discovering resources from around the world.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks: Other Evidence: Learners will watch video lessons Interactive Student Notebook: explaining measures of center (mean Learners will take notes and reflect and median), measures of spread upon their learning. (range and interquartile range), and Check for understanding assessment of shape of data. video lessons; students having Learners will watch video lessons on opportunity to reflect and take how to read, describe, and interpret assessment multiple times. data from numerical and graphical Peer teaching within partners or groups summaries. and constantly providing opportunities Learners will work collaboratively with to self-evaluate. one another in the classroom; peer Learners get their major assessments teaching and active learning. back and are given the opportunity to Learners will have an opportunity to reflect and revise their work to gain a reflect on their work and self-assess. better understanding. Learners will complete questions and assessment assignments to demonstrate skills learned. Learners will present a final product, video, or presentation to the class.
STAGE 3 – LEARNING PLAN Learning Activities: 1. Students will watch a video lesson online via canvas, flipped classroom model, to learn about what statistics is and then take a mini assessment to check for understanding. Students have the opportunity to reflect on their assessment and rethink their work by completing the assessment multiple times. W, E, R 2. Class discussion of student experiences of social media usage, which platforms do they use? What factors are considered when choosing a platform? H, E 3. Teacher will explain the project that students will complete throughout this unit of statistics. Students will begin their research of the various social media platforms and decide what the best statistical question their group should use. W, H 4. Students will watch additional video lessons via canvas to gain the knowledge background they will need to complete their project. W, E, E2, R a. Mean, Median, and Mode b. Measures of Spread (Range and Interquartile Range, Quartile 1 and Quartile 3) c. Relative Frequency Table and Percent Bar Graphs d. Graphs: Dot Plots, Stem-and-Leaf Plots, Histograms, and Box Plots 5. Students will complete engaging classroom activities within small groups to develop their skills of the concepts they learned via video lessons: H, E, R, E2, O a. Gallery Walk b. Peer Teaching and Collaboration c. Interactive Online Games d. Task Cards e. Stations 6. Real-World Connections. Ask students who goes online, watch television or listen to the radio? Explain to them that numerical information is represented in our Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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everyday lives such as our economy, sports, politics, how much time we spend on our phones, how much we sleep and eat, and the list goes on. E, T 7. Discuss that when we study and analyze data we do so to draw conclusions or make decisions. W, E 8. Compare and contrast data that is presented numerically and graphically. Let the students determine which data is easier to comprehend and why. W, H, E 9. At the conclusion of this unit, students will complete a project, video, or presentation of the research on social media that they will present their findings to the class. Students will self- and peer assess their products using rubrics. Provide feedback to each group. E2, T
Acronym - W.H.E.R.E.T.O. W - Ensure that students understand WHERE the unit headed, and WHY. H - HOOK all students and HOLD interest. E - EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issues. R - Provide opportunities to RETHINK, REFLECT on progress, and REVISE their work. E - Allow students to EVALUATE their progress and self-assess their work. T - Be TAILORED to learners individual needs, interests, and abilities. O - ORGANIZED and sequence the learning to maximize engagement and effectiveness.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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