Varty Yeremian & Meredith Scheiner Unit Topic: Data Interpretation & Graphing Grade level: 8th grade

Stage 1 Desired Results Content Standard/Established Goals(s): Math - These are the old Pennsylvania math state standards which our school uses: 2.6.8.B. Organize and display one-variable data using appropriate data display, such as stem and-leaf and box-and whisker plots, and two variable data with scatter plots. 2.6.8.C. Calculate quartiles for one-variable data and describe the correlation coefficient for two-variable data displayed in a scatter plot. 2.6.8.D. Compare data sets graphically using double-bar and double line graphs and numerically using mean, median, mode, range, and quartiles. 2.6.8.E. Determine the effect of extreme values on numerical summaries and calculate estimates based on survey results or graphs. (7th grade standards because our students are behind) 2.6.7.B. Organize and display data using an appropriate data display, such as circle graphs, histograms, line graphs, double bar graphs, and stem and-leaf plots, Venn diagrams, tables, and charts. 2.6.7.C. Use numerical summaries to describe different sets of data. 2.6.7.D. Use measures of central tendency and spread to compare data sets. 2.6.7.E. Interpret trends and make predictions based on data displayed in a graph. Science Standards - 3.4.8.D3. Interpret and evaluate the accuracy of the information obtained and determine its usefulness. 3.4.8.C1. Evaluate the criteria and constraints of a design.3.3.7.A6. Locate significant geologic structures using various mapping representations. 3.3.7.B2. Identify a variety of instruments used to gather evidence about the universe. Practices from PA state standards 1. Analyze alternative explanations and understanding that science advances through legitimate skepticism. 2. Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it enhances accuracy and allows scientists to analyze and quantify results of investigations. 3. Describe relationships using inference and prediction. Understanding(s) Students will understand that: -measures of central tendency can be used to evaluate data. -it is important to know which measure of central tendency to use when analyzing particular sets of data. -outliers do not greatly affect the mode or the median, but they make the mean a less effective way to evaluate a set of data. -there are many purposes for data representation. -numbers dont lie but people do. -making predictions and inferences are important skills that scientists practice when interpreting data. Essential Question(s): -How can organizing data help us understand the world around us? -What are different ways to make sense of information/data? -How is data evaluated in the world around us? -How do we know which data representation to use in different situations? -Can data be deceptive? Do numbers lie? -How do scientists interpret their data? -How does data inform the research/decisions scientists have to make?

-scientists use different types of graphical representations to study minerals, the earths crust, and natural disasters (earthquakes & volcanoes).

Student objectives (outcomes): Students will know -Data and graphs can be manipulated to serve the purpose of its presenters. -Outliers can skew data and may deceive its audience. When to use various measures of central tendency (range, mean, median, and mode) to evaluate data. -The definitions and use for the following words: measures of central tendency, mean, median, mode, range, outlier, frequency, frequency table, line-plot, Venn diagrams, stem-and-leaf plot, boxand-whisker plot, scatter plot, histogram, and circle graph. -When you present data, the type of data and your purpose for the presentation influence the type of graph you choose. -Interpreting data in a meaningful way can help predict results accurately. -Organizing data into meaningful representations is a big part of what scientists do. -The type of data that scientists gather when studying minerals, the earths crust, earthquakes, and volcanoes. - Volcano remains provide information to scientists who are studying the earths crust.

Students will be able to -Find the mean, median, mode, and range of a set of data. -Read graphs critically and explain biases that arise based on their knowledge of central tendencies. - Manipulate scientific data using their knowledge of central tendencies to make a particular set of data look appealing to its audience. - Create graphs with appropriate labels and intervals by drawing and using computer programs. -Use line plots, frequency tables, histograms, Venn diagrams, stem-andleaf plots, box-and-whisker plots, and circle graphs to interpret, represent, and describe relationships between data. - Make predictions and inferences based on scatter plots and trends in graphs. -Display data in different graphical representations and explain how those graphs convey different stories about the data involved. -Gather data relevant to their personal lives and discuss its implications.

Stage 2 Assessment Evidence Performance Task(s): Other Evidence: 1. Students will analyze a given set of -Specific do nows at the start of each data and create two different graphs class that address the topics covered on displaying the same information about the previous day. natural disasters. -Homework (except on weekends) 2. Students will create a circle graph and a corresponding to the lesson covered in

histogram on their laptops using information about the composition and depth of the earths structure.

class. -Exit ticket before the end of class to formally assess student understanding.

3. Students are asked to analyze the mean, median, mode, range, and outliers of their -Short quiz at the end of the first week. test scores and explain how the different measures of central tendencies convey -Thumbs up/down during class different messages about the data. discussions to formatively assess student understanding. 4. Final project: Students will interpret, evaluate, and discuss the results of the -Teacher walking around with data collection activities through a assessment checklist during independent BrainPop video that they will create work to listen in on conversations. with their classmates. Stage 3 Learning Plan Learning Activity Objectives/Goals Formative Assessment 2) Students read an article about data in the real world and discuss the implications of the article for our unit of study. 10) Students find the epicenter of earthquakes. SWBAT read, comprehend, and discuss an article about the relevance of data in our world. Teacher will walk around to make sure students are engaged in meaningful conversations about data. (This is the opening activity to our unit). SWBAT practice Teacher will particularly interpreting scientific data pay attention to see if and find the epicenter of students are accurately earthquake waves by using using their understanding their math skills. of mean during the activity. Students answers will inform teachers future pedagogy. SWBAT collect data The final product from relevant to their everyday these activities will be lives using various types of used in our final graphs. performance assessments. Teacher will review posters to make sure all students used the graphs correctly. SWBAT use stem and leaf Teacher will formatively plots and box and whisker assess students plots to represent and understanding of stem and interpret data using raisins. leaf & box and whisker plots. She will check for the skills necessary for representing the two types

5) Class data collection on posters (total of four).

6) Raisin Experiment: Students graph stem and leaf plots and box and whisker plots.

of graphs. 7) Think-Pair-Share about choosing graphs. SWBAT analyze two graphs and discuss how the organization of data in two different graphs helps to effectively communicate information to the reader. SWBAT examine mineral samples and create Venn diagrams of the minerals properties. Teacher will pay close attention to how students are communicating about the specific graphs and if they grasp the effectiveness of each. Teacher will focus on the mineral properties that students identify during the activity. Since they are already familiar with Venn Diagrams, the focus here will be more on the science part. Teacher will look for appropriate intervals and labeling of axes both on paper and the computer. Formative assessment will focus mainly on the students understanding of inferences and how they apply the skill to interpret graphs.

9) Venn Diagrams and Properties of Minerals.

3) Graphing Activity

SWBAT practice graphing on paper and on a computer program. SWBAT make inferences about the crust of the earth in various places based on volcanic activity. They will practice placing volcanoes on a gridded map.

11) Some Go Pop, Some Do Not volcano activity.

Note: All activities in this document are numbered consistently throughout all the curriculum documents.