Sugar Stats

6th Grade Math Assessment for Statistics Unit

Crocker Farm Team Project

by

Mary Andrade, Liz Breen and Sandra Lemelin Fitzpatrick

Review of Teaching Methodologies

Differentiated Learning (DI)

Accommodates for individual differences Instruction based on needs of learner Differentiates content, process, product/evaluation Considers readiness, interest and learning style

Backward design process Identify desired results Determine acceptable evidence Plan learning experiences and instruction

Six facets of understanding explanation interpretation application perspective empathy self knowledge

Understanding by Design (UBD)

UbD, DI LESSON ANALYSIS RUBRIC

Key Lesson Elements UbD , DI Comments 4 3 2 1

Evidence of Background design Process

Desired Results Identified – Clear Goals

Learning Experiences well planned

Presents “Big Ideas” with enduring value

Asks “essential questions” for depth

Uses variety of teaching strategies

Activities suited for all students

Uses multiple means of teaching curriculum

Uses technology

Uses Varied Curriculum Materials

Provides multiple means for attaining goals

Assessment is on an ongoing basis

Scale: 4 - Always, 3 - Generally, 2 - Sometimes, 1 - Rarely

Planning Process

Planning based on UBD principles influenced by DI

Initial Steps: Choose topic Consider State Frameworks Determine specific understanding Develop overarching and topical questions

Planning Process - Next Steps Assess student readiness

Consider: Learner differences Teacher adjustment for all students Varied and diverse curriculum materials Flexible curriculum to accommodate learner differences

Design assessment project Plan instruction

Lessons Activities Resources and materials Technology

Assessment Project for Students Introduction 1. Hold a general discussion about statistics

Overarching Questionso Does mathematics

have a use in the real world?

o How can statistics be used to investigate real life problems?

Topical Questionso What kinds of topics

are best studied statistically?

o How do you sample a population?

o How can you best display this data?

o How can you interpret or analyze the data?

o How do you evaluate arguments that are based on data analysis?

Assessment Project for Students

2. Motivate student interest in project topic – sugar content in cereals and how supermarkets display cereal products.

Generate student questions (What do you know and what do you want to know?)

Distribute handouts “Ways Sugar Can Ruin Your Health” and “Sugar Content of Common Foods”

3. Overview of performance task presented to the class via PowerPoint.

Investigate this question:

Is there a higher sugar content in cereals on the middle shelf of supermarkets?

Role: You are a nutritionist working at the University of Massachusetts

Audience: A group of concerned parents who live in the local area

Situation: Based on your findings, you will present your data and conclusions to the parents.

To explain your findings you will:

Prepare and present an oral report

Create a data display with charts and graphs that show range, mode, mean and median

Design and create a handout for parents that summarizes your results.

Extension Activities

Students could:

Make a field trip to the supermarket for data collection

Research internet to investigate consequences of excess

sugar on health (Teacher selected sites:

creativehealth.netfirms.com)

Prepare physical display of cereal boxes and cups of

sugar

Write letters to grocery stores expressing their

concerns based on their statistical findings

Create and perform a commercial for a cereal (digital

video)

Differentiated Elements

Kurzweil used by students for any written text PowerPoint by teacher and students Excel for graphing and charts Smart Board and projector for presentations Wireless laptops and portable writers for word

processing Digital camera and video Radium sound amplification Choices for final product