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Interactive Projects Lesson Plan Required Elements

By Barry Gray,2014-06-17 17:52
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Interactive Projects Lesson Plan Required Elements ...

Barb Bolte

    REAL Interactive Interactive Projects Lesson Plan

    Information Collection and Analysis Project Big Mac

Overview:

    Project Type- Database Collection/Pooled Data Analysis

Lesson Title- Project Big Mac

    Grade Level- 6-8 (could be adapted for upper grades as well)

State or District Standards- th Kansas Math Standards (7 grade)

    4.1.K3a The student uses a fraction, decimal, and percent to represent the probability of a simple event

    in an experiment or simulation.

    4.1.A4 The student makes predictions based on the theoretical probability of a simple event in an

    experiment or simulation.

     4.2 (all Knowledge and Application indicators could be used) Statistics The student collects,

    organizes, displays, and explains numerical (rational numbers) and non-numerical data sets in a variety

    of situations with a special emphasis on measures of central tendency.

     thKansas Math Standards (8 grade)

    4.1.A1 The student conducts an experiment or simulation with independent or dependent events

    including the use of concrete objects; records the results in a chart, table, or graph; and uses the results

    to draw conclusions and make predictions about future events.

    4.1.A2 The student analyzes the results of an experiment or simulation of two independent events to

    generate convincing arguments, draw conclusions, and make predictions and decisions in a variety of

    real-world situations.

     4.2 (all Knowledge and Application indicators could be used) Statistics The student collects,

    organizes, displays, and explains numerical (rational numbers) and non-numerical data sets in a variety

    of situations with a special emphasis on measures of central tendency.

    NETS*S

    4. Technology communications tools

    ? Students use telecommunications to collaborate, publish, and interact with peers, experts,

    and other audiences.

    5. Technology research tools

    ? Students use technology to locate, evaluate, and collect information from a variety of

    sources.

    ? Students use technology tools to process data and report results.

    6. Technology problem-solving and decision-making tools

    ? Students use technology resources for solving problems and making informed decisions.

Lesson Objective-

    The students will actively participate in Project Big Mac. The students will collect the necessary information

    and submit it to the project. The students will monitor the project each week noting changes in data, making

    predictions, and using the data to prepare their final project.

Resources / Materials-

    ? Computers with Internet access, word processing software, spreadsheet software, and possibly publishing

    software.

    ? http://homepages.bw.edu/~jgoodman/projectbigmac/

    ? LCD Projector

    ? Overhead projector

    ? Student math journals

    ? Student handouts

    ? Rubrics

    ? Poster Board

    ? Student art boxes (contains glue, markers, scissors, etc.)

Time Frame- 4-5 weeks

    ? The on-line part of the project will remain open for four weeks collecting data. Results will be posted in the

    form of a spreadsheet halfway through the project and then again at the end of the project.

    ? Week One: Students will be introduced to the project and student expectations. During the first week,

    students will gather the required data from local McDonald’s restaurants. Students will also be required to

    create a list predicting from where they expect data to come (different parts of the United States as well as

    other countries) in their math journals. At the end of the first week or beginning of the second week, students

    will be required to submit their data on-line to the project.

    ? Week Two: Students will submit their data at the beginning of the week if they did not submit it at the end of

    the first week. During week two, students will check the Map feature at the beginning and at the end of the

    week. They will keep record their observations in their math journals. At the end of week two, the students

    will have a class discussion (in the form of a class meeting) focusing on their observations of the changes on

    the Map and their predictions of participating countries and U.S. cities observed on the map. Students will be

    required to post a comment or question on the Forum after their teacher has approved it.

    ? Week Three: Students will be required to respond to a posting from another student on the Forum. Students

    will check the Map feature again and record their observations of changes in their math journals. Students will

    take the data provided from the Big Mac Project team at the halfway point and begin analyzing it through a

    series of handouts students will complete in groups. The handouts will help the students to organize their

    thoughts and ideas for the culminating project a poster. In their math journals, students will make

    predictions about the final data based on the current data available.

    ? Week Four: Students will post another comment or question on the Forum that they have generated.

    Students will also respond to a posting from another student. Students will check the Map feature again and

    respond in their math journal to the changes they observe. A class discussion (in the form of a class meeting)

    at the end of the week will allow students to share the communications they have had with other students on

    the Forum. Students will begin to create their poster about the Big Mac Project.

    ? Week Five: Students will take the data provided from the Big Mac Project team at the end of week four.

    Using prior handouts, journal entries, and information from class discussions, the students will perform a final

    analysis of the data. They will complete their group posters and include any necessary written explanations.

    (If necessary, this may be extended one more week)

    Team structures- individually, in groups of 2 or 3 students, and entire class for class discussions

    Students will collect their information and submit it to the Big Mac Project individually. Students will

    complete their own journal entries as well as their questions and responses they post to the Forum. All other

    work will be completed in groups (assigned by teacher) except for the class discussions.

Instructional Elements:

    Written explanation of the following

    Introduction of project to students Initial Activity

     This project will be introduced to students at the beginning of a unit on statistics and probability. A student

    poll will be taken about students’ favorite fast food restaurants. This information will be recorded on the board in the

    form of a frequency table. Students will then discuss what type of graph would better display the data a bar graph or

    line graph. Students will then create a graph of the data. The teacher will use this activity as a lead in to Project Big

    Mac. Using a LCD projector, the teacher will show the students the home page for the project. (If this project would

    be used with high school or college students, the article The Big Mac Index could be assigned for reading in advance.)

    The teacher will show students how to navigate through the site, focusing on each page important for the students

    (Student, Map, Forum, Results, and Updates.) While showing and discussing each page, the teacher can explain to

    students how they will be required to use each page. The teacher can explain that this will be an on-going project

    throughout the instruction of the statistics unit. Some of the work will be completed in class and some of the work will

be completed at home. The teacher will pass out the first handout the students will use to collect their data. Students

    do not need to go to McDonald’s to collect their data; they may simply call to get the price of a Big Mac and the

    address of the restaurant. This is important because the students must all contact a different McDonald’s. Out-of-state

    relatives or friends may also be sources of the data required. The teacher can indicate that the project will culminate in

    a poster, but probably will not go into much detail on the first day because there will be no data available and the

    students will not have actually started the unit on statistics and probability. The teacher will also have the students

    make a list in their journal of the states and countries they think may participate in the project.

Project Tasks

     Week One:

    ? Students collect data from a McDonald’s restaurant. (handout)

    ? Students create a list in their math journal predicting where they think the data will originate. (U.S.

    states and other countries)

    ? Students submit data to the Big Mac project. (will need a number of computers)

    Week Two:

    ? Students check the Map feature at the beginning, end of the week, and record their observations

    each time in their journals. (can be done in a lab or through the use of the LCD projector) (will

    need writing prompts)

    ? Students participate in a class discussion about their observations of Map feature.

    ? Students write a question or comment to post on the Forum, receive approval of teacher, and

    actually post to the Forum.

    Week Three:

    ? Students respond to another posting on the Forum written by someone they do not know.

    ? Students check the Map feature again and record their observations in their journal. (writing

    prompts)

    ? Divide students into groups. As a class, access the halfway point data. The teacher will actually

    access the data and make it available for all students, but the students are involved in the

    observation of and discussion of retrieving this data. (LCD projector)

    ? Students will begin to analyze the data in groups. (handouts)

    ? Students use the halfway data to make predictions about the final data in their math journals.

    (writing prompts)

    Week Four:

    ? Students post another comment or question to the Forum.

    ? Students respond to a posting on the Forum written by someone they do not know.

    ? Students check the Map feature and record observations in their math journals. (LCD projector)

    ? Students will participate in a class discussion sharing their communications with others on the

    Forum.

    ? Students receive information for creating their group poster.

    Week Five:

    ? As a class, access the final data. The teacher will actually access the data and make it available for

    all students, but the students are involved in the observation of and discussion of retrieving this

    data. (LCD projector)

    ? Students analyze the final data in their groups. (handouts)

    ? Students use their data, analysis of the data, journal entries, and information from class discussions

    to create their group poster.

Final Project

     Group poster see attached handout and notes about poster

Assessment

     Rubrics see attached

    Project: Big Mac

    Data Sheet

You will be required to collect the following information and submit it by the end of the first week to the

    Project: Big Mac website student page. Be sure to get the price of the Big Mac WITHOUT tax.

The following information is about the McDonald’s where you priced your Big Mac. It is NOT your home

    address!

Address (number and street): _______________________________________________

City: __________________________________________

State: ________________

Zip/Postal Code: ________________________________

Country: _______________________________________

Date: _________________ _________________ _______________

     Month Day Year

Local Currency: ____________________________________________

Price in Local Currency: _____________________________________

Price in American Dollars: ___________________________________

School Code: __________________ (get this from your teacher)

Student Code: __________________________ (optional you will not be submitting this so

     leave it blank when you enter your data. For

     the sake of this worksheet, please provide your

     name.)

As a class we will enter this information on the student entry form and on the map.

    Project: Big Mac

    Calculation Worksheet

    Halfway Point Data

    Students in Group: _____________________________________________________

    Please show all your work on another page attached to this one. Although you are only required to have one

    sheet of work and answers, every member in your group should be able to answer and explain the approach

    to the answer to every question on this workheet. Save this work it will be part of your final poster.

    1. Calculate the mean, median, and mode of the prices of Big Macs entered into the data so far. Which

    measure of central tendency would be the best measure to describe this data? Why?

    2. Calculate the mean, median, and mode of the prices of Big Macs only from the United States that

    have been entered into the data so far. Which measure of central tendency would be the best

    measure to describe this data? Why?

    3. What percent of the total number of entries are located in the United States? Does this percent

    surprise you? Why or why not?

4. How many countries are included in the locations so far?

    5. What is the average price of a Big Mac in the three countries with the most entries excluding the

    United States?

    6. How does the average price of a Big Mac in these countries compare to the average price of a Big Mac

    in the United States?

    7. Using Excel, create a bar graph to show the frequency of data entries for each country participating.

    Be sure to label your axes and graph. Write a brief summary of the data below the graph. (between

    three and five sentences). Print your graph with your summary.

    8. Using the data, create a box-and-whisker plot to show the spread of the prices. Write a brief

    summary of the data below the graph. (between three and five sentences) Be sure to also include the

    range of the prices.

    9. Using the current data, make a prediction about what the average price of a Big Mac will be after four

    weeks of collecting data.

    10. Using the current data, make a prediction about how many countries you think will participate in

    Project: Big Mac and how their price of a Big Mac will compare to the average price of a Big Mac in

    the United States.

    Project: Big Mac

    Calculation Worksheet

    Final Data

    Students in Group: _____________________________________________________

    Please show all your work on another page attached to this one. Although you are only required to have one

    sheet of work and answers, every member in your group should be able to answer and explain the approach

    to the answer to every question on this workheet.

    1. Calculate the mean, median, and mode of the prices of Big Macs entered into the data. Which

    measure of central tendency would be the best measure to describe this data? Why?

    2. Calculate the mean, median, and mode of the prices of Big Macs only from the United States that

    have been entered into the data. Which measure of central tendency would be the best measure to

    describe this data? Why?

    3. What percent of the total number of entries are located in the United States? Does this percent

    surprise you? Why or why not?

4. How many countries are included in the locations?

    5. What is the average price of a Big Mac in the three countries with the most entries excluding the

    United States?

    6. How does the average price of a Big Mac in these countries compare to the average price of a Big Mac

    in the United States?

    7. Using Excel, create a bar graph to show the frequency of data entries for each country participating.

    Be sure to label your axes and graph. Write a brief summary of the data below the graph. (between

    three and five sentences). Print your graph with your summary.

    8. Using the data, create a box-and-whisker plot to show the spread of the prices. Write a brief

    summary of the data below the graph. (between three and five sentences) Be sure to also include the

    range of the prices.

    9. Using the final data, respond to your prediction about what you thought the average price of a Big

    Mac would be at the end of the four weeks. Was your prediction close? Why or why not?

    10. Using the final data, respond to your prediction about how many countries you thought would

    participate in Project: Big Mac and how their price of a Big Mac would compare to the average price

    of a Big Mac in the United States. Was your prediction close? Why or why not?

    11. What would have happened if you had not been told to disregard tax when reporting the price of a

    Big Mac? How could this have affected the results?

    12. Identify a minimum of two other factors that could affect the reliability of the data and how they

    would affect it.

    13. Can you use the price of a Big Mac to make predictions about the cost of living or standard of living

    in other countries? If so, what could you say based on the results of the data?

    Journal Entries Writing Prompts

    (Teacher Note: Make copies and place on overhead projector if not using LCD projector.)

Week One

Entry One:

     What countries do you think will participate in the

    project?

     What states from the United States do you think will

    participate in the project?

Week Two

Entry Two:

     After looking at the map, what countries did you see that

    have already participated in the project?

     Did it surprise you to see these countries participating?

    Explain.

     What states have participated already?

     About how many participants do you think are shown on the

    map?

     When you look at the map itself and the identified

    locations of the McDonald’s, do you see a pattern or

    trend? If so, what?

     What do you think you will see when we look at the map

    again at the end of this week?

Entry Three:

     Have any new countries or cities been added to the map?

    If so, how many would you say have been added since the

    beginning of the week?

     Are any of these countries a surprise to you? Explain.

     Are there as many participants from the United States as

    you may have thought there would be? Why or why not?

     When you look at the map itself and the identified

    locations of the McDonald’s, do you see a pattern or

    trend? If so, what?

     What do you think you will see when we look at the map

    again during week three?

    Journal Entries Writing Prompts

    (Teacher Note: Make copies and place on overhead projector if not using LCD projector.)

    Week Three

Entry Four:

     Have any new countries or cities been added to the map?

    If so, how many would you say have been added since last

    week?

     Now that you have looked at the map three times, write a

    few sentences to summarize the changes over the past week.

     Are there as many participants from the United States as

    you may have thought there would be? Why or why not?

     When you look at the map itself and the identified

    locations of the McDonald’s, do you see a pattern or

    trend? If so, what?

     We will look at the map one more time during week four.

    What do you think you will see? Why? What are you

    basing your prediction on?

    Week Four

Entry Five:

     Estimate how many participants have contributed data

    based on the information on the map.

     Identify something that you did expect to see and

    something that you did not expect to see. Were you right

    or wrong?

     Look back over past journal entries and write a few

    sentences summarizing what you have seen. (Analyze the

    data about the map you have record in your journal.)

     You were asked in a previous prompt if you saw a pattern

    or trend. If you did, were you right?

Looking back over your entries, do you now see a pattern

that you did not previously see?

    Project: Big Mac

    Final Project: Group Poster

Using both sets of data and your answers on the calculation worksheets, create a poster

    comparing the results of the data at the halfway point and at the end of the project. Be sure

    to include all graphs, calculations, and explanations. Because there were ten questions, you

    should have at least ten answers to compare. Don’t just give a numerical answer identify

    what that number represents and how it is related to Project: Big Mac. Be sure to explain

    how your answers changed over the past two weeks. Also, you will need to include your

    answers to questions 11-13 somewhere on your poster. How you include your answers to

    these last three questions is up to your group. Your group poster will be graded based on

    the rubric attached.

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