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Curriculum Chart Table Generative Topic: Using Graphs to Analyze Data Concept ("The student will understand ")

Standard General Science standards apply to all Use mathematics in all aspects of scientific inquiry. Subject: 8th grade Math/Science Facts ("The students will know") Skills ("The students will be able to") Name: Meredith Scheiner & Varty Yeremian Problems to pose ("Guiding questions" or "unit questions") Activities:

Assessment (How will you have evidence that they know it?)

Related Concepts: Data can be represented in different ways depending on its purpose.

What are different ways to make sense of information/ data?

Math Standards 2.6.7.D. Use measures of central tendency and spread to compare data sets. 2.6.8.E. Determine the effect of extreme values on numerical summaries and calculate estimates based on survey results or graphs. 2.6.7.C. Use numerical summaries to describe different sets of data. Science Standards 3.4.8.D3. Interpret and evaluate the accuracy of the information obtained and determine its usefulness. 3.4.8.C1. Evaluate the criteria and

1. Individually students will be given data surrounding a natural disaster in Puerto Rico over the last ten years. Students then decide with their group members how to manipulate the data (i.e. use mode instead of mean, cut out the outliers, etc.) to make the numbers look good-how to convince people to move there despite the high frequency of natural disaster. (students will be assessed on whether their calculations are correct and their reasoning behind their answers since there isnt one correct answer) 2.Do Now gathering data on heights and

-Data and graphs can be manipulated to serve the purpose of its presenters. -Outliers can skew data and may deceive its audience -When to use various measures of central tendency (range, mean, median, and mode) to evaluate data.

-Find the mean, median, mode, and range of a set of data. -Read graphs critically and explain biases based on their knowledge of central tendencies. -Manipulate data using their knowledge of central tendencies to make a particular set of data look appealing.

-What are some examples of data/information that you use on a daily basis? -What conclusions can be drawn from a particular graph? How do the conclusions vary depending on what type of graph is used to display the data? -How do scientists use data and why is it important for them to interpret data accurately?

1. Teach lesson 9-1 Finding Mean Median and Mode (lecture with students taking notes) 2. Have students read http://www.nytimes.c om/2013/02/05/opini on/brooks-thephilosophy-ofdata.html?src=rechp &_r=0 and discuss the implications of the article for our unit of study. 3. In partners, students choose an appropriate graph for the data and then graph the data using spreadsheets. Each pair has a laptop and a paper with the

How can

data be deceptive?

constraints of a design. Scientific practice from PA state standards: -Analyze alternative explanations and understanding that science advances through legitimate skepticism.

seeing the effect of an outlier on the median, mean, and mode. (assessed on correct calculations and whether they showed work) 3. Do Now Short question to assess concepts covered from previous days lesson. assessed on correct calculations and whether they showed work) 4. Exit Ticket: students are given the mean, median, mode, range, and outliers of their tests. Students are asked to explain how the different measures of central tendencies convey different messages about the data. (assessed on how well they defend their choice) 9. Exit ticket Students choose a cell phone plan that works best for the greatest number of students in the class. The students must back-up their conclusion with evidence from our data gathering activity in the beginning of class.

instructions on how to create the graphs and what data to graph.

(assessed on correct calculations and the reasoning behind the answer) 10. In pairs, students use the data on natural disasters in Puerto Rico to create two different graphs displaying the information. The purpose of the first graph will be to display the information as clearly as possible. The second graph is a graph to convince people to move to the place (as they did before with the data manipulation) where many of these natural disasters take place. The data must be displayed accurately, but students must manipulate the graph or choice of graph to make the data appear more favorable. (assessed mainly on whether they followed the correct conventions of graphing with a portion of the assessment focused on whether they successfully manipulated the graphs) -Homework:

workbook pages 8. Checkpoint quizzes from the math textbook Different types of graphs represent data in different ways. Math Standards: 2.6.8.B. Organize and display one-variable data using appropriate data display, such as stem and-leaf and box-and whisker plots, and two variable data with scatterplots. 2.6.7.B. Organize and display data using an appropriate data display, such as circle graphs, histograms, line graphs, double bar graphs, and stem and-leaf plots, Venn diagrams, tables, and charts. 2.6.8.C. Calculate quartiles for onevariable data and describe the correlation coefficient for two-variable data displayed in a scatterplot. 2.6.8.D. Compare data sets graphically using double-bar and double line graphs 5. Exit Ticket: In pairs, students are given a diagram of the composition of the earth with information on specific structure (depth of each layer). Students are to create a circle graph and a histogram using this information and the website (in resource list). After they have completed the two graphs, and emailed them to the teacher, they are to write 3-5 sentences about the similarities and the differences in how the two graphs display the information and the message the graphs convey to the viewer. (assessed on whether the graphs are accurate, follow the conventions of graphing, and how well they understand that histograms convey quantities while circle graphs convey information as related to a whole) -When you present data, the type of data and your purpose for the presentation influence the type of graph you choose. -Choose an appropriate graph to display the given data. -How is data used in your everyday lives? -What are some examples of data/information that you use on a daily basis? -How does data help scientists make decisions? 4. Teach lessons 9-3 Venn Diagrams, 94 Reading Graphs Critically, 9-5 Stem and Leaf Plots, 9-8 Circle Graphs, and 9-9 Choosing an Appropriate Graph (lecture with students taking notes) 5. Students will participate in a data collection exercise at the start of each class. For example, they will be asked about the average number of texts that they send everyday and plot it on a graph (hung on the wall and prepared by the teacher). At the end of the unit the culminating assessment will be to use the results of the data collected in various ways: what types of graphic

-Use line plots, frequency tables, histograms, -The Venn definitions diagrams, and use for stem-andthe following leaf plots, words: box-andfrequency, whisker frequency plots, and table, linecircle graphs plot, Venn to interpret, diagrams, represent, stem-and-leaf and describe plot, box-and- relationships whisker plot, between data scatter plot, histogram, and circle graphs.

and numerically using mean, median, mode, 6. Exit Ticket: Make two circle graphs range, and quartiles. on website from resource list (data is from the Scientific practice practice problems in the from PA state textbook) (assessed on standards: Use appropriate accuracy of the circle tools and technologies graphs) to gather, analyze, and -Textbook examples interpret data and completed individually in understand that it class during instruction. enhances accuracy (assessed on correct and allows scientists answers and whether to analyze and they showed work) quantify results of investigations. 12. Culminating performance assessment: Students will watch a BrainPop video about graphs on the final day of the two-week unit. The final project will call on them to make their own 3 minute video about what they learned from the unit. Guidelines and a rubric for the assignment will be provided to the students. We are looking for general information about the types of graphs we used for the specific data collection activities, how the data influenced the type of graphs chosen to display the data, what

representation best serves our purposes. Topics are number of texts, hours of sleep, how they get to school, and how many raisins are in a little box of raisins. 6. Raisin experiment: students use number of raisins in various small boxes of raisins as data for stem and leaf plots and box and whisker plots (activity number 20 from the book Developing DataGraph Comprehension in Grades K-8) 7. For every graphical representation (two per unit in textbook) of data in the science textbook, students will be expected to break apart into pairs (think-pair-share) and explain what the graph shows and how the choice of graph helps to explain the data to the reader.

the data tells us about our class, and how the graphs accurately display the collected data. Effective communication of information is another major criteria for this assignment. Students will not be assessed on their video editing skills. -Homework: workbook pages (assessed on whether it is completed and whether they showed work) Math Standard 2.6.7.E. Interpret trends and make predictions based on data displayed in a graph. Science Standard 3.3.7.A6. Locate significant geologic structures using various mapping representations. 3.3.7.B2. Identify a variety of instruments used to gather evidence about the universe. Scientific practice 7. Exit Ticket: Prolems from math textbook relating to the days lesson. (assessed on correct answers and whether they showed work) 12. Culminating performance assessment. 11. Pairs of students are given a scatter plot of earthquakes around the world over the last ten years. Students are asked to write two inferences about the relationship between the magnitude -Interpreting data in a meaningful way can help predict results accurately. -Use line plots, frequency tables, histograms, Venn diagrams, -Organizing stem-anddata into leaf plots, meaningful box-andrepresentation whisker s is a big part plots, and of what circle graphs scientists do. to interpret, represent, -The type of and describe data (ex. relationships earthquake among data. waves) that -Make scientists predictions - What type of data do scientists gather when studying earthquakes? How does this data help improve their practice? -What are some ways that scientists can represent data they gather about earthquakes from different regions? 8.Teach lessons 9-2 Displaying Frequency, 9-3 Venn Diagrams, and 9-7 Making Predictions Using Scatter Plots (lecture with students taking notes) 9. Students examine mineral samples and Create venn diagrams of the minerals properties to see if two minerals are in the same family. Students use their science textbook (pages 4-11) to guide

How can organizing data help us understand the world around us?

from PA state standards: -Describe relationships using inference and prediction.

and the depth of the earthquake. Students then need to make their own scatter plot with magnitude and depth being on the x and y axes and graph 10 specific earthquakes to see if their inferences make sense. (assessed whether their graph is accurate and their reasoning behind their inferences)

gather when studying earthquakes and volcanoes. -Volcano remains provide information to scientists who are studying the earths crust.

and inferences based on scatter plots and trends in graphs.

them on what properties to examine and check their work using the Dana System displayed on the smartboard. 10. Skill practice lab on page 189 of science textbook Earthquake waves where students use their knowledge of mean and graphing to find the epicenter of earthquakes. 11. Skills lab on page 191 of science textbook Some Go Pop, Some Do Not where students place given volcanoes on a gridded map and use information given about the volcanoes to make inferences on about the crust of the earth in various places.

Notes: 1. All activities and assessments are numbered consistently throughout all curriculum documents. 2. Science topics that will be covered while we are teaching math include: Minerals of the Earths Crust, Rocks: Mineral Mixtures, The Rock and Fossil Record, Earthquakes, and Volcanoes.

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