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| Data, Data, Everywhere… and What Am I To Think? |
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Prep for Teachers
- Prior to teaching this lesson unit, please bookmark all sites mentioned
above.
- Take the time to cue all of your videotapes to the first viewing
segment on each tape.
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- Prepare the hands-on activity candies. Make sure you have a couple
of extra snack packages for use in the class in case of visitors,
or faulty packaging at the plant.
- Photocopy the tally and datasheet/spreadsheets shown in this lesson
for use by the students. Also photocopy the instructions for use of
graphing programs.
- Please go through the instructions, as a student would, from the
student materials handouts to make sure you are familiar with the
material prior to class use.
- Identify a safe space for storage of student data and organizer.
You may wish to check with the technology personnel to see if you
can save to the A drive.
When using media, always provide students with a FOCUS FOR MEDIA INTERACTION,
a specific task to complete and/or information to identify during or after
the viewing of video segments, Web sites, or other multimedia.
Warning:
With the increasing number of chocolate/caffeine sensitive students in
school today, you may wish to use Skittles or some other non chocolate-based
candies for the activity. You might also consider sugar-free alternatives
for any diabetics in your class. Please check with your school nurse for
this information prior to obtaining supplies.
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The following activity will provide your students with a personal link
to the subjects we are studying in this lesson: data collection and
analysis.
Step 1:
Ask students if they have a favorite color of Skittles (or M&M’s).
Post their answers on the blackboard.
Step 2:
Ask students how many of their favorite color candy do they usually
find in a snack size bag of the candy used. (Answers will vary with
the student.)
Step 3:
Ask the class: Does it seem that there is the same amount of all the
colors in the bag? (They will usually realize that there is some difference
in color distribution.)
Step 4:
Ask students to predict how many of each color will be in their bag
of candy. (Have the students write their predictions down on the back
of the tally sheet for future reference.)
Step 5:
Distribute the candy packages to the students.
Step 6:
Have them open the bags and sort the colors of the candy. Count the
individual colors and record their data on the tally sheet.
Step 7:
Say to the class, “Now how can we use this information you have
gathered to check your predictions for accuracy? We are now ready to
watch a video explaining how to gather and analyze data to solve problems
like ours.”
Step 1:
Insert Math Vantage: Data Analysis #1, How Do You Get It? in the VCR.
START the tape at the visual of the green data crossing the black
grid and white grid. The audio will be saying, “Who needs all this
information? What’s it for? How and why will we use this data?”
Provide your students with a FOCUS FOR MEDIA INTERACTION, asking
them to list the four stages to problem solving using data. PLAY
the tape through the appearance of the purple square, with the narrator
saying, “That’s right.” STOP the tape. Check for
comprehension. (The four stages of problem solving are: Gather, Display,
Interpret, and Apply.)
Provide your students with a FOCUS FOR MEDIA INTERACTION, asking
the class to listen carefully for one way to obtain data for use in
solving a problem. RESUME PLAY of the tape and play through the
visual of the Gallup phone operator working at the computer and saying,
“Appreciate your help…” PAUSE the tape to discuss
surveys briefly. (One way to obtain data for use in problem solving
is to take a survey.)
Provide your students with a FOCUS FOR MEDIA INTERACTION, asking
your class if they can think of any other ways to take a survey. (List
their processes on the board for later comparison.) Now watch for the
information about how to get a good data sample. What is this technique
called? START the videotape and run through the visual of the
narrator with the pictures of people’s heads popping up around
her. The audio will be saying, “ I wonder how many people they
ask…?” STOP the tape for comparison. (This technique
for getting a good data sample is called Random Sampling.)
Provide your students with a FOCUS FOR MEDIA INTERACTION, asking
the students to be able to explain what a random sample is, why it is
important to have a random sample, and how to get a random sample. PLAY
the tape through the picture of the Toothpaste Survey, with the narrator
stating, “A random sample helps assure any individual has an equal
chance in being included in our survey.” STOP the tape to
discuss content. (A random sample is one gathered to represent the entire
population. It helps to assure equal opportunity for representation
in the survey. You get a random sample by setting arbitrary qualifiers
for participation in the survey – like every tenth person.)
Provide your students with a FOCUS FOR MEDIA INTERACTION, asking
your students what forms of questions might you use in a survey? List
their answers on the board for later comparison. START the tape
and play through the visual of the man tasting toothpaste. The audio
will be stating, “We think about how to ask the questions…”
STOP the tape and check the class list of question types against
the information shown on the tape. (You might use open-ended questions,
closed questions, or ratings in a survey.)
Provide your students with a FOCUS FOR MEDIA INTERACTION, asking
the class to listen for why the manner in which you ask the questions
is important. Have them raise their hand when they have discovered the
answer to this question from the tape. PLAY the tape through
the visual of the man with the mustache running his tongue over his
teeth. STOP the tape for class discussion. (The manner in which
you ask the questions is important to prevent bias in the sample.)
Step 2:
REMOVE tape 1 and INSERT tape 2: Math Vantage: Data Analysis
#2, How Do You Show It? Provide your students with a FOCUS FOR MEDIA
INTERACTION, asking your students to write down what they think
the main factor in determining the way in which your data will be best
shown. Now START the tape at the visual of the purple words saying,
“Data: How Do You Show It?” Run through the visual of the
narrator standing in front of the televisions saying, “Suppose
you wanted to create a picture of your friends’ favorite TV shows.”
STOP the tape. Compare your student’s predictions to the
information presented on the tape. (The main factors in determining
the way in which your data will best be shown are: the type of information
to be shown, who will be using it, and the purpose of the data collection
and display.)
Provide your students with a FOCUS FOR MEDIA INTERACTION, asking
your students to list the three types of displays shown in the next
segment. They are to record the advantages and disadvantages of each
type of display. PLAY the tape through the visual of narrator
walking behind the CD display racks and saying, “…good way
to display who gets what.” STOP the tape. DISCUSS
the answers found by your students. Try to incorporate the ranking of
displays for use. (The three types of displays shown in each segment
are: Line plot: good for a few numbers, not good for large samples;
Bar graph: good for large samples because of variable scale; Circle
graph: compares one part to the whole, based on percentages.)
Please announce that the class will now break off from the VCR and visit
a few of the Internet sites listed for this lesson. Please have your
students explore sites 2, 3, 5, and 6, and complete the worksheet sections
for these sites found in the student materials portion of this lesson
package. You will then return to the VCR.
Step 3:
FAST FORWARD the tape to the visual of the narrator standing
on the second story balcony with a red railing. Provide your students
with a FOCUS FOR MEDIA INTERACTION, asking your students to describe
how to graphically display change over time. PLAY the tape through
the picture of the senior citizens exercising. PAUSE and CHECK
for student comprehension. (You can graphically display change over
time using a line graph and/or bar chart.)
Provide your students with a FOCUS FOR MEDIA INTERACTION, asking
your students to list the parts of a good graphic display. PLAY
the tape through the picture of the gentleman explaining, “…you
could figure it out on your own.” STOP the tape. CHECK
for student comprehension. (The parts of a good graphic display are:
title, labels, scales, and legends.)
Provide your students with a FOCUS FOR MEDIA INTERACTION, asking
your students if they know of any other types of graphic displays to
show information. Record their answers on the blackboard for later comparison.
Now have them record two new forms of data presentation used by statisticians.
PLAY the tape through the visual of the box and whisker plot
and the narrator saying, “…with a quick look at a box and
whisker plot.” STOP the tape. Check for student comprehension.
REMOVE the tape from the VCR. (Two new forms of data presentation
used by statisticians are: stem and leaf plots, and box and whisker
plots.)
You are now ready to go and visit sites 4 and 7 on the Internet. Have
the students complete the appropriate sections of the worksheet for
this lesson.
Step 4:
Say, “Let’s watch one more video program now.” INSERT
tape 3, Math Vantage: Data Analysis #3, What Does It Mean? Provide your
students with a FOCUS FOR MEDIA INTERACTION, asking your students
to list the three steps to data interpretation as shown in the next
segment. START the tape at the purple graphics of the title,
“Data: What Does It Mean?” PLAY the tape through the
elephant drinking the soda with the corresponding
graph. Stop the tape. Discuss the student responses. (The three steps
to data interpretation are: use a title, set appropriate labels, and
show the situation.)
Provide your students with a FOCUS FOR MEDIA INTERACTION, asking
your students to determine why averages are not always a valid form
of data and may lead to misinterpretations. FAST FORWARD to the
visual of the narrator making snowballs and saying, “ Averages
are a common tool…” PLAY the tape through the graphic
of the state of Texas and the audio, “…to understand the data
even better.” STOP the tape. Check for student comprehension.
(Averages do not account for the range of the data or frequency of any
one item. For example, the average daily temperature of Death Valley
may be 80 degrees Fahrenheit. But the temperature during the daylight
hours has a consistent value of 110 to 120 degrees and the nighttime
temperatures range consistently from 30 to 40 degrees Fahrenheit. It
is very rarely 80 degrees.)
We will now visit site 2: Mean, Median, and Mode. Complete the worksheet
activity included with this lesson.
Show Me the Color!
The activity is designed to apply the information gathered in the introductory
activity of this unit. The students will create graphic analyzers to interpret
their data and draw conclusions as to the problem presented at the start
of the unit.
Using the information gathered in this lesson series, please create a
spreadsheet of the information from your tally sheet by following the
steps listed on the student handout version of the activity. These instructions
are for use with the Microsoft Excel spreadsheet program.
Step 1:
Divide your students into groups of three to work at the computers.
Step 2:
Distribute the student handout for the “Show Me the Color”
activity.
Step 3:
Explain to your students that they will be using the tally sheet data
acquired in the introductory activity to create a spreadsheet and chart
for further analysis of the data.
Step 4:
Circulate throughout the room to supply any help needed by the students.
Step 5:
Guide comparison of individual data samples to increasingly larger samples
looking for standardization. You will need to compile all the student
data onto one spreadsheet for the class and then generate the pie chart
for individual comparison.
CHEMISTRY
Have your students go home tonight and look for ten different types
of home or personal care products (non-food items). They are to record
the ingredients from the panels found on the product containers or packaging.
Record at least the first fifteen ingredients for each item. Use the
handout Element Search (provided in the Student Materials section) to
analyze the ingredient names for the chemical elements present in the
specific ingredient. Create a graphic analysis spreadsheet and complete
the data analysis process.
SOCIAL STUDIES
Have your students research the Harris Poll or some other politically
based polling service to develop a template for polling service questionnaires.
Include the possible effect of polling service predictions on the outcome
of the past presidential election. Ask the students to suggest possible
remedies for the problems discovered with the system currently in place.
They must draft legislation to correct the possible problems discovered.
Zogby
International is a polling service whose Web site you might consult
for information at http://www.zogby.com/.
LANGUAGE ARTS
Students will examine the use of open and closed end questions. Have
the class investigate bias within writing styles, and explain the different
types of literary bias that may affect the outcome of a survey. The
following site on media bias may provide you with some helpful frames
of reference for this activity: http://www.cyberpod.com/media3.htm.
- Students will choose a current local issue and develop a survey.
They are to generate copies of the survey and complete the use within
a 100 person sampling of the community. They must not only explain
their choice of questions and style, but also delineate their process
for insuring a random sampling of the community.
- Students can attend a local school board meeting to interview the
members regarding their voting on issues within the school district.
They must include some questions for the board members regarding which
portions(s) of the community they believe they most truly represent
in their work for the board of education.
- Students are to develop a spreadsheet for the recording of their
graded assignments in any one subject area for a period of 8 to 10
weeks. They must create a display graphic to show their progress within
the subject during the prescribed time period. A paragraph explanation
of their overall performance must be included with the data and graphic.
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