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TE 831 FINAL PROJECT Amiee Vondrasek

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TE 831 FINAL PROJECT Amiee Vondrasek

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    1. TE 831 FINAL PROJECT Amiee Vondrasek

    2. STATISTICS In the 6th Grade

    3. Significant Idea: With technological advances, statistical information has become more and more available. Students need to understand how all this information is processed and how it is displayed visually. They need to become more knowledgeable in statistics so they can make critical and informed decisions about the information they hear and see.

    4. NCTM Standards for Data Analysis Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them Select and use appropriate statistical methods to analyze data Develop and evaluate inferences and predictions that are based on data

    5. How stats have been taught in my classroom in the past: Without computers! Looked at out-dated graphs in textbooks to analyze Used given data to find mean, median and mode Conducted simple-one question surveys to create a graph using paper and pencil Not enough time spent analyzing graphs, manipulating graphs or evaluating others arguments about data

    6. INQUIRY

    7. Technological and Enabling Conditions: Hardware: Computers Calculators Thermometers Paper/Pencil Software: Internet MS Word MS Excel

    8. The Inquiry Activity This activity is broken down into 4 parts: Part I: The class will begin with a general discussion about statistics to find out the students base knowledge of statistics and graphs. This should cover the different types of graphs and that students have seen graphs for sports and in advertisements. Part II: The class will search the internet to find various graphs and begin to interpret the graphs. They will also learn to create a spreadsheet using MS Excel. Part III: The class will use thermometers to collect data. They will again use a spreadsheet, create a graph and learn to calculate central tendency. Part IV: The students will again use the Internet to find current data to use in MS Excel and create various types of graphs.

    9. Part I Class discussion... What are some different types of statistical graphs you have seen? Where have you seen statistics used in the real world? Who uses statistics and how might they affect someones career? Can we use graphs to make predictions? Could graphs affect what you buy?

    10. Part II: The students will move to the computers to find various types of graphs we discussed on the Internet. Their search will begin with a handout to guide them and ask questions about the graphs they find. Once the students have completed the handout, they will continue their search of this site to find different types of graphs. They will search for at least four other graphs and create a table using pen and pencil to display their results. The tables will have the following headings: Graph #, Title, Type, Like or Dislike As a class, we will then construct a table using MS Excel using one students results. The class will then recreate their own tables using MS Excel.

    11. Internet Search Handout To Begin: log onto the Internet and go to www.prb.org/pubs/notebook/contents.htm I. Click on Graph #1: World Population 1. What type of graph is shown? 2. What does the graph show? 3. Does the graph have 2 axes? Are they shown different than other graphs you have seen? II. Go back to the index and choose Graph #2: World Population Growth Graph 1. What type of graph is shown? 2. What does each of the 2 axes represent? 3. What does each color in the graph represent? 4. What types of countries are developing at a faster rate? III. Go back to the index and choose Graph #10: Trends in Childbearing 1. What type of graph is shown? 2. Why do they use different projections in this graph? 3. Using the medium projection, between what two time periods does the graph decline the most? 4. Does the projected average continue to decline or level off?

    12. Part III: The students will use thermometers to find the temperature outside. Students will be placed in different areas of the playground (some in the shade) to find the temperature. The class will compile the data as I enter the data into an Excel Spreadsheet and demonstrate how to create a graph. We will also use this data to calculate central tendency - mean, median, and mode - using calculators. The students will decide which - mean, median, or mode gives the best representation of the average temperature in the room.

    13. Part IV: The students will create graphs using data found on the Internet. The students will use MS Excel to create at least one of each of the following graphs: line graph, bar graph, circle or pie chart, and scatter plot. They will use graph paper and pencil to create one of each of the following: stem-and-leaf plot, histogram, and box plot. The students will use the same data to create different types of graphs to see how this affects the data visually. They will determine what type of graph is more appropriate to represent the data. The students will use at least two of the following websites to collect data.

    14. Websites to find data Indy 500 race results www.indy.com/stats/results.php3?raceyear=1999 Swimming results at the 1996 Summer Olympics www.usatoday.com/olympics/osw/oswres.htm Historical Weather Database www.washingtonpost.com/wp-srv/weather/historical/historical.htm Basketball Statistics from the 1996 Summer Olympics www.usatoday.com/olympics/obk/obkres.htm

    15. Anticipated Outcomes In the students inquiry, they will realize the many ways statistics can be used in the real world. The students will learn to use MS Excel to create a spreadsheet and various types of graphs. The students will learn to calculate mean, median, and mode and decide which is the best measure in a given situation. They will begin to understand that how data is presented can affect the message that is conveyed. They will begin to become more critical about statistics and make more informed decisions.

    16. COMMUNICATION

    17. Technological and Enabling Conditions: Hardware: Computers Software: Internet E-mail MS Word

    18. The Communication Activity The students will find an online expert to communicate with about how statistics are used in their field.

    19. Step One: Begin with a discussion about the different ways statistics are used - reviewing the Inquiry Activities The class will then generate a list of careers that might use statistics and discuss the different ways statistics might be used

    20. Step Two The students will work with a partner They will choose a career they would like to explore from the list of experts in the Ask An Expert Website Together they will generate a list of possible questions they would like to ask an online expert They will submit their list to the teacher.

    21. Step Three The students will use the website: www.askanexpert.com to find someone in their chosen career to communicate with. They will e-mail their expert with a brief description of their project and wait for a reply. Once they have received a reply, they will communicate with their expert using e-mail to find out how the expert uses statistics in their career.

    22. Step Four The students will summarize their career choice and what they have learned about statistics in their chosen career They will create their summary using MS Word and display it in the classroom.

    23. Anticipated Outcomes The students will see how statistics are used in the real world The students will learn how to communicate with an expert using e-mail The students will realize the many different career choices available to them in the future

    24. CONSTRUCTION

    25. Technological and Enabling Conditions: Hardware: Computers Software: MS Word MS Excel

    26. The Construction Activity The students will choose a career/profession to create a poll or survey in which they will use their results to create graphs

    27. Step One Discussion: What polls or survey have the students seen? Who uses polls and why? What would someone use the results for? Could a poll be biased? How could you insure random sampling?

    28. Step Two Working with a partner, the students will choose a career or field to set up a survey The students will brainstorm survey questions and decide what information they would want about their sample population The students will create a survey form with at least 3 questions to collect their data using MS Word The students will conduct their surveys

    29. Step Three The students will use the results of their survey to create a data table in MS Excel They will create at least 2 different graphs from each survey question The students will choose which is the best graph to represent their results and explain why they chose that graph on a separate MS Word document The students will also explain why they chose their questions and how they decided who to poll for their survey

    30. Anticipated Outcomes The students will learn how to construct a survey questionnaire and collect results Through their data analysis, they will use MS Excel to construct and manipulate graphs The students will see how different graphs better represent their results The students will learn about biased surveys and random sampling and how these can effect the results of a survey The students will understand how to construct an argument to support their survey and results

    31. EXPRESSION

    32. Technological and Enabling Conditions: Hardware: Computers Software: MS Word MS Excel PowerPoint HyperStudio

    33. The Expression Activity The students will create an advertisement using graphs to sell their product

    34. Step One We will begin with a discussion about the different careers we have previously worked with and how they use statistics. The students will work with partners and choose a profession to create a company that needs an advertisement. Each group will be paired with a competitor company

    35. Step Two The students will brainstorm ideas about what kind of information they would like to include in their advertisement and what types of graphs would be appropriate. There must be at least one graph. The students will create an advertisement that targets a certain audience and is eye appealing. They must remember they have another company they are competing with who is trying to sell the same or similar product.

    36. Step Three The students will create their advertisements using the following software: MS Excel to create the graph(s) Either: MS Word to create a brochure MS Power Point to create a presentation, or Hyper Studio to create a presentation By this time of the school year, the students have worked with at least one of these in their computer class. If time allows, I will instruct them on how to use at least one other.

    37. Anticipated Outcomes The students will learn to create an advertisement with either MS Word (brochure) or PowerPoint or HyperStudio They will learn to target an audience with their advertisement They will learn how competitive companies will manipulate their graphs to sell their product They will understand that they need to use some discretion when looking at advertisements and deciding what to buy

    38. The End

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