Gale Schools - Lesson Plans - Secondary - Math

Positive Future Fair

Title: Technology - Positive Future Fair Project – Application of Year-Long Content Skills

Grade Level: 9

Subject/Content: Integrated/Applied Mathematics

Summary of Lesson: Through the application of math concepts, the purpose of the investigation is to examine statistical analysis including data collection, data analysis, and data presentation, visual display (histograms, bar graphs, line graphs, pie graphs), similarity (scale factors and scale drawing) in order to develop an understanding of how these concepts apply to a positive future public relation campaign.

Focus Question: How will an understanding of statistical analysis including data collection, data analysis, and data presentation, visual display (histograms, bar graphs, line graphs, pie graphs), similarity (scale factors and scale drawing) play an important role in the development of a public relations campaign that will imply a positive future?

Databases(s): Academic ASAP, Student Resource Center

Procedures:

Materials needed: Positive Futures Project, Questionnaire Design and Microsoft Excel handouts, Scientific Calculator, meter sticks, large pieces of rolled paper (at least four meters in length ruler), pictures from old magazines/news papers/internet, clip board, tri-fold display, art supplies (markers, glue, glitter, tape, etc.), access to audio/visual equipment for the fair, loose leaf paper, pencils
After our general review of the prerequisites: statistical analysis including data collection, data analysis, and data presentation, visual display (histograms, bar graphs, line graphs, pie graphs), similarity (scale factors and scale drawing), students are asked to participate in the activity in groups.
Each person in the group will participate in the discussion related to the project.
Students will participate in a research and creation of the project requirements for the fair.
Students will explain answers to follow-up questions appropriately.

Steps/Activities by student(s):

Anticipatory Set: Students will view the movie "Pay It Forward." Students will also view past/on-going campaigns to get ideas. Appropriate information can be obtained at http://www.cleanaircampaign.com/ and http://www.abortionrights.org.uk/ and http://www.one.org/
Key terms/skills: Students will review the prerequisites including these math ideas: statistical analysis including data collection, data analysis, and data presentation, visual display (histograms, bar graphs, line graphs, pie graphs), similarity (scale factors and scale drawing.)
The Positive Futures directions, handouts, and rubrics are attached.
1. Students will participate in questionnaire design objectives. This website has pertinent information http://www.cc.gatech.edu/classes/cs6751_97_winter/Topics/quest-design/.
2. Students will review important information regarding the use of Excel. Information for this can be obtained at http://www.internet4classrooms.com/on-line_excel.htm
3. Students complete the project as described in the directions attached, including the fair.
Students should view and discuss information obtained at the Gale website in order to complete this lesson:
1. Academic ASAP: Keyword search "public campaign. Under Magazines & Journals, Eat five... by University of California Berkeley Wellness Letter, "engineering drawings Making Connections: spatial skills and engineering drawings by Beverly Baartmans, and Checklist for a complete drawing (drafting standards) by Sastry K. Gantri
2. InfoTrac Student Edition: Keyword search "mathematical statistics, under periodicals, Statistics: digging into data: a branch of math called statistics can help us better understand our world by Lisa M. Sullivan and Get Thinking (exploring data) by Tim Burt, "statistics by The Columbia Encyclopedia
3. Student Resource Center: Keyword search "PR campaign. Under the Magazines and Journals tab, Best PR campaign by Music Week, and, under the Newspapers tab, Power industry begins Calif. PR campaign by United Press International "map drawing Maps in a snap (Skills) Backpacker, "geometrical drawing Escher, M.C. (1898 – 1972) Math & Mathematicians: The History of Math Discoveries around the World and under the Magazines and Journals tab, Transformations in art and math (ArtEd Online) School Arts
Modeling: Students listen to teacher describe the project. Students take notes. Teachers can generate the needed handout from the information provided below.
Student Test for Understanding: Students will follow the project procedures (attached) with teacher support.
Recap – What did we learn? Explain verbally the important math skills that you utilized. What are ideas/skills needed in order to create an accurate timeline?
Home link – Students answer these basic questions: Why is a sounds understanding of statistical analysis including data collection, data analysis, and data presentation, visual display (histograms, bar graphs, line graphs, pie graphs), similarity (scale factors and scale drawing) important for this lesson? What is the major significance of data analysis utilized? Why would you consider this to be an applied mathematics lesson? What does math have to do with stuff that is important for you and your life?
Follow-up – Class presentation of the results. Students type a three paragraph summary in proper (Type III format – proper grammar, punctuation, spelling, 5-7 sentences per paragraph, at least ten word per sentence, no sentence starts with the same word in a paragraph.) Paragraph One explains what the lesson was about. Paragraph Two describes what the student learned. Paragraph Three explains how this applied to the individual's own current or future life. The highlights of paragraph three are verbally shared with the class by each student.

Outcome: Through the application of math concepts (listed above), the students gain at least an application level understanding of statistical analysis including data collection, data analysis, and data presentation, visual display (histograms, bar graphs, line graphs, pie graphs), similarity (scale factors and scale drawing) that exists in the context of a positive futures public relation campaign.

Related Activities: H.O.T.S. (Higher Order Thinking Skills) – Stresses Bloom's Syntheses and Evaluation levels. Students take the campaign to the general public level. Students can scale down the timeframes in their timelines if necessary. This will obvious require that students have great passion for their topic chosen.

Standard Date: October, 1998

Content Standard(s):

1.1 Understanding numbers, ways of representing numbers
1.2 Understanding the meaning of operations and how they relate to each other
1.3 Use computational tools and strategies fluently and estimate appropriately
2.1 Understand various types of patterns and functional relationships
2.2 Use symbolic forms to represent and analyze mathematical situations and structures
2.3 Use mathematical models and analyze change in both real and abstract contexts
3.1 Analyze characteristics and properties or two- and three- dimensional geometric objects
3.4 Use visualization and spatial reasoning to solve problems both within and outside mathematics
4.1 Understands attributes, units, and systems of measurement
4.2 Apply a variety of techniques, tools, and formulas for determining measurements
5.1 Pose questions and collect, organize, and represent data to answer those questions
5.2 Interpret data using methods of exploratory data analysis
5.3 Develop and evaluate inferences, predictions, and arguments that are based on data
6.1 Build new mathematical knowledge through their work with problems
6.2 Develop a disposition to formulate, represent, abstract, and generalize in situations within and outside mathematics
6.3 Apply a wide variety of strategies to solve problems and adapt the strategies to new situations
6.4 Monitor and reflect on their mathematical thinking in solving problems
7.2 Make and investigate mathematical conjectures
8.1 Organize and consolidate their mathematical thinking to communicate with others
8.2 Express mathematical ideas coherently and clearly to peers, teachers and others
8.3 Extend their mathematical knowledge by considering the thinking and strategies of others
8.4 Use the language of mathematics as a precise means of mathematical expression
9.1 Recognize and use connections among different mathematical ideas
9.2 Understand how mathematical ideas build on one another to build a coherent whole
9.3 Recognize, use, and learn about mathematics in contexts outside mathematics
10.1 Create and use representations to organize, record, and communicate mathematical ideas
10.2 Develop a repertoire of mathematical representations that can be used purposefully, flexibly, and appropriately
10.3 Use representations to model and interpret physical, social and mathematical phenomena

Learning Expectation: Students will apply understanding of concepts related to statistical analysis including data collection, data analysis, and data presentation, visual display (histograms, bar graphs, line graphs, pie graphs), similarity (scale factors and scale drawing) in order to create a positive future public relation campaign.

Performance Indicators:

At Level 1, the student is able to:
- Write (show basic knowledge for) about the meaning of these: statistical analysis including data collection, data analysis, and data presentation, visual display (histograms, bar graphs, line graphs, pie graphs), similarity (scale factors and scale drawing.)
At Level 2, the student is able to:
- Comprehend and Apply these concepts: statistical analysis including data collection, data analysis, and data presentation, visual display (histograms, bar graphs, line graphs, pie graphs), similarity (scale factors and scale drawing.)
At Level 3, the student is able to:
- Synthesize new ideas related to and Evaluate concepts: statistical analysis including data collection, data analysis, and data presentation, visual display (histograms, bar graphs, line graphs, pie graphs), similarity (scale factors and scale drawing.)

Computer Literacy and Usage Standards 9-12:

Students demonstrate a sound understanding of the nature and operation of technology systems
Students are proficient in the use of technology
Students understand the ethical, cultural, and societal issues related to technology
Students practice responsible use of technology systems, information, and software
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity
Students use technology tools to enhance learning, increase productivity, and promote creativity
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works
Students use technology tools to process data and report results
Students use technology resources for solving problems and making informed decisions
Students employ technology in the development of strategies for solving problems in the real world

ISTE NETS for Students

Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal lifelong learning, and workplace needs
Make informed choices among technology systems, resources, and services
Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning
Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works

Information Power; Information Literacy Standards 1-4:

The student who is information literate accesses information efficiently and effectively
The student who is information literate evaluates information critically and competently
The student who is information literate uses information accurately and creatively
The student who is an independent learner is information literate and pursues information related to personal interests
The student who is and independent learner is information literate and strives for excellence in information seeking and knowledge generation
The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology