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PROJECT PLANNING FORM Adapted from Standards Focused Project Based Learning, Buck Institute of Education Project title: Scatter Plot Activity Teacher(s): Nechamkin, Archibald, Voorhees School: Wylie East High School Grade level(s): 10-12

Subjects: Algebra II/Algebra II Pre-AP

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Begin with the End in Mind

Summarize the theme for this project. Why do this project?

Students will use data from the 2010 U.S. Census to determine if a

relationship between education levels and weekly median earnings or

between education levels and unemployment rates exists.

TEKS Knowledge and Skills:

2A.1 Foundations for functions. The student uses properties and attributes of functions and applies functions to problem situations.

TEKS Student Expectations:

2A.1B Collect and organize data, make and interpret scatter plots, fit the

graph of a function to the data, interpret the results, and proceed to model,

predict, and make decisions and critical judgments.

Evidence of Understanding, Students will:

•interpret scatter plots of data and relate to the parent function of a linear

function

•Use a variety of resources to collect data (i.e. experiment, internet, news, graphing technology, applet).

•Use the statistical capabilities of the calculator to see if data has a strong

correlation—analyze the scatter plot. •Use data to create a regression model and use it to make predictions.

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Craft the Driving Questions

Is there a relationship between education levels and weekly median earnings or the U.S. unemployment rate? If so, what type of relationship exists? How

weak or strong is the correlation between the data? How will knowing this

information affect your plans for your education?

Have you posed an authentic problem or significant question that engages

students and requires core subject knowledge to solve or answer?

Plan the Assessment

Define the products for the project. What will you assess?

The final product will be a Google Presentation that will include five slides: 1. Title Slide

2. Table based on data from Census.

3. Scatter Plot.

4. Linear Regression Equation with Correlation Coefficient (Pre-AP).

5. Summary, including what type of relationship exists, description of

rate of change, and how the data affects their future education plans. Do the products and criteria align with the standards and outcomes for the

project?

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Map the Project (Part 1)

What do students need to know and be able to do to complete the tasks successfully? KNOWLEDGE AND SKILLS NEEDED ALREADY

HAVE LEARNED

TAUGHT BEFORE

THE PROJECT

TAUGHT DURING

THE PROJECT

1. Graph scatter plots.

x

2. Understand correlation coefficient.

x

3. Create a presentation using

Google Presentation or Microsoft PowerPoint

x

4. Login to Google Apps.

x

5. Complete registration for Edmodo.

x

6. Utilize websites for

information.

x

7. Create tables to represent

data.

x

8. Be able to turn in assignments

through Edmodo.

x

9. Read data and determine type of regression.

x

Do the products and tasks give all students the opportunity to demonstrate what

they have learned?

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Map the Project (Part 2)

List the timeline for this project. This was a mini-project with a goal of completing 75% in class on one day. The final 25% was to be completed at home or on campus during tutorials. Students can work in a computer lab or in the media center on campus.

Use the Tuning Protocol with other teachers or a group of students to refine

the project design or guide you further in your planning. What other thoughts do you now have on the project? Even though an assignment prior to the project day was to test Google login, some students forgetting password for Google. In my classes, I was able to overcome this with using another Google account or with resetting their password. It would help to have students in a computer lab prior to project day.

Other teachers had difficulty understanding the Google Site Template. Even though a template was created for them, it would have helped to go through the process of using the template during a meeting prior to project day. Teachers liked the project and would like to adapt it to use in another bundle. I used www.todaysmeet.com to gather input from students on what they liked or disliked and what they would change about it. Most students agreed it was an engaging activity and it gave them a better understanding of the need to continue their education.

Manage the Process

List preparations necessary to address needs for differentiated instruction for ESL students, special-needs students, or students with diverse learning styles.

ESL: Vocabulary is essential. Pre-teach vocabulary for math, understanding the U.S. Census, and using web applications.

Diverse Learning Styles: Assist students by showing example of end product. Walk through the process either with the student or through use of technology such as www.sliderocket.com. Students may also use PowerPoint if they have any difficulty with using Google docs. Suggested for teaming of activity.

How will you and your students reflect on and evaluate the project?

Class discussion www.todaysmeet.com

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Data and Evaluation

How did students perform on the project? Was the TEK formally assessed?

Out of 131 students, 20 did not turn in the assignment. Twelve of those 20 students started but did not complete the assignment.

Average grade on the completed assignment was 85.47%. Percent score on CBA (TEK A.1b) was 82.64%.

Suggestions for future use:

Add a slide for students to discuss domain and range for given data. Assure students have Google Apps login and password by having students

send e-mail week of assignment. Have students pair to share data and findings while collaborating on Google

presentation. One student can use the unemployment rate while the other student uses weekly median income.