Math C&I for Majors Unit Plan Template

Stats and Probability: Tree Mapping 9

Title of Unit Grade Level
Mathematics, Science 20 (45 minute) lessons
Subject Time Frame

Developed By Rebecca Lindquist

Stage 1 - Identify Desired Results

Learning Outcomes
What relevant goals will this unit address?
(include all relevant GLO(s) & SLO(s))

Math:
GLO: (Data Analysis) Collect, display and analyze data to solve problems.
1. Describe the effect of:
a. bias
b. use of language
c. ethics
d. cost
e. time and timing
f. privacy
g. cultural sensitivity on the collection of data.
2. Select and defend the choice of using either a population or a sample of a population to answer a
question.
3. Develop and implement a project plan for the collection, display and analysis of data by:
a. formulating a question for investigation
b. choosing a data collection method that includes social considerations
c. selecting a population or a sample
d. collecting the data
e. displaying the collected data in an appropriate manner
f. drawing conclusions to answer the question

GLO: (Chance and Uncertainty) Use experimental or theoretical probabilities to represent and solve problems
involving uncertainty.
4. Demonstrate an understanding of the role of probability in society.
a. choosing a data collection method that includes social considerations
b. selecting a population or a sample
c. collecting the data
d. displaying the collected data in an appropriate manner
e. drawing conclusions to answer the question

Patterns and Relations:

GLO: Use patterns to describe the world and to solve problems.
SLO: Graph a linear relation, analyze the graph, and interpolate or extrapolate to solve problems.
Science:
Unit A: Biodiversity
Focusing Questions: What is biological diversity, and by what processes do diverse living things pass on their
characteristics to future generations? What impact does human activity have on biological diversity?
 *Identify impacts of human action on species survival and variation within species, and analyze related
issues for personal and public decision making
a. describe the relative abundance of species on Earth and in different environments (e.g., note
the overall abundance of insect species; note that in harsh environments there are relatively
fewer species found than in temperate and tropical environments)
b. describe ongoing changes in biological diversity through extinction and extirpation of native
species, and investigate the role of environmental factors in causing these changes (e.g.,
investigate the effect of changing river characteristics on the variety of species living in the
river; investigate the effect of changing land use on the survival of wolf or grizzly bear
populations)
c. valuate the success and limitations of various local and global strategies for minimizing loss of
species diversity (e.g., breeding of endangered populations in zoos, development of seed banks,
designating protected areas, development of international treaties regulating trade of protected
species and animal parts)
d. investigate and describe the use of biotechnology in environmental, agricultural or forest
management; and identify potential impacts and issues (e.g., investigate issues related to the
development of patented crop varieties and varieties that require extensive chemical treatments;
identify issues related to selective breeding in game farming and in the rearing of fish stocks)

Skill outcomes:

Performing and Recording

Students will:
Conduct investigations into the relationships between and among observations, and gather and record
qualitative and quantitative data
 observe and record data, and prepare simple line drawings (e.g., compare two related plants by
measuring, describing and drawing them)
 estimate measurements (e.g., estimate the population of a given plant species within a study plot)
 research information related to a given issue (e.g., conduct an electronic search for information on
factors that affect the reproduction and survival of wood frogs)

Analyzing and Interpreting

Students will:
Analyze qualitative and quantitative data, and develop and assess possible explanations
 identify strengths and weaknesses of different ways of displaying data (e.g., compare different ways of
recording and displaying data on plant variation in a study plot)
 interpret patterns and trends in data, and infer and explain relationships among the variables (e.g.,
interpret data on changing animal populations, and infer possible causes)
 apply given criteria for evaluating evidence and sources of information (e.g., evaluate sources based on
their currency, credibility and the extent to which claims are supported by data)
 identify new questions and problems that arise from what was learned

*Note: These outcomes will not be assessed in this unit.

Big Mathematical Ideas

Which big mathematical ideas (e.g. place value, algebraic reasoning, etc.) does this unit address? Consult
Charles (2005) and Hurst and Hurrell (2014)
 - Statistics
- Probability
- Central tendency (mean, median, range, mode)
- Data collection
- Data analysis

Hurst and Hurrell (2014):

- Multiplicative partitioning:
o Some of the microcontent that makes up the big idea of multiplicative portioning are as follows:
 Fractions are renamed as equivalents where the total number of parts (denominator)
and required number of parts (numerator) are increased by the same factor
 Fractions with unlike denominators can be compared and ordered
 Common fractions and decimal fractions can be compared, ordered and renamed in
conceptual ways
 Construct of fraction as division can be used to produce equal parts (equipartitioning)
 Fractions are used to describe quotients and operators
 Fractions are used to describe part-whole relations
 Fractions are used to describe simple ratios
 Percentages, fractions and decimals express the relationship between two quantities.
 Percentages are special part: whole ratios based on 100.
 Any given percentage can be used as a ratio to generate an infinite number of
equivalent fractions (e.g., 50% = ½, 2/4, 3/6 etc.)
 Multiplicative arrays can be used to represent fractions, decimals and percentages
o This unit uses some of the ideas of fractions, decimals and percents in data analysis. It uses the
part of whole notion when looking at only a specific tree species compared to all the tree
species.
Charles (2005):
- Big Idea #4
o COMPARISON: Numbers, expressions, and measures can be compared by their relative values
 Geometry and Measurement
 Lengths can be compared using ideas such as longer, shorter, and equal.
 Mass/weights can be compared using ideas such as heavier, lighter, and equal.
 Measures of area, volume, capacity and temperature can each be compared
using ideas such as greater than, less than, and equal.
 Time duration for events can be compared using ideas such as longer, shorter,
and equal.
 Angles can be compared using ideas such as greater than, less than, and equal.
o In this unit, students collect data and compare numbers and measures.
- Big Idea #8
o ESTIMATION: Numerical calculations can be approximated by replacing numbers with other
numbers that are close and easy to compute with mentally. Measurements can be approximated
using known referents as the unit in the measurement process
 Measurement
 Length, area, volume, and mass/weight measurements can be estimated using
appropriate known referents.
 A large number of objects in a given area can be estimated by finding how
many are in a sub-section and multiplying by the number of sub-sections.
- Big Idea #10
o VARIABLE: Mathematical situations and structures can be translated and represented abstractly
using variables, expressions, and equations
- Big Idea #17
o MEASUREMENT: Some attributes of objects are measurable and can be quantified using unit
amounts.
- Big Idea #18
 o DATA COLLECTION: Some questions can be answered by collecting and analyzing data, and the
question to be answered determines the data that needs to be collected and how best to collect
it.
- Big Idea #19
o DATA REPRESENTATION: Data can be represented visually using tables, charts, and graphs.
The type of data determines the best choice of visual representation
- Big Idea #20
o DATA DISTRIBUTION: There are special numerical measures that describe the center and
spread of numerical data sets.

Essential Question(s)
What provocative question(s) will foster inquiry into the content? (open-ended questions that stimulate thought
and inquiry linked to the content of the enduring understanding)

How can we collect data to map local trees? (How do we collect and map data about trees?)
How can we analyze and interpret data to map local trees?
Can we use statistics and probability to analyze tree data?

Knowledge:
What knowledge will student acquire as a result of this
unit? This content knowledge may come from the
indicators, or might also address pre-requisite knowledge
that students will need for this unit.
Skills
What skills will students acquire as a result of this
unit? List the skills and/or behaviours that students
will be able to exhibit as a result of their work in
this unit. These will come from the indicators.

Students will know... Students will be able to…

How to collect data accurately. Use computer programs to graph data.

How to display data appropriately. Graph data using the appropriate graph type.
Draw conclusions from data. Use computer programs to analyze data.
Make generalizations about a population from a sample. Find central tendency.
Develop questions for investigation. Compare collected data to data provided by the City
How to identify species. of Lethbridge.
Use technology to map data by location. Determine what measurements are important for a
How to question in math. certain data set.
Local tree species. Make accurate measurements.
The effect of bias, use of language, cost, ethics, time and Input data into a computer program.
timing, privacy, and cultural sensitivity on the collection of Think critically to solve problems.
data. Understand the process of inquiry
How to use technology to compare data sets. Connect to their community via an inquiry project
How to think critically about why there may be errors in Communicate with peers about data findings.
data or calculations.
How to graph relations. From Local Tree Mapping: A Collaborative, Place-
What makes a good procedure. Based Activity Integrating Science, Technology,
How to develop a procedure. Math, and Geography:

Through participation in this activity, students gain

skills and understanding of the process of inquiry as
described in the National Science Education
Standards (NRC 1996, 105), including “asking
questions, planning and conducting investigations,
using appropriate tools and techniques to gather
data, thinking critically and logically about
relationships between evidence and explanations,
constructing and analyzing alternative explanations,
and communicating scientific arguments.”
 Stage 2 – Assessment Evidence

This will come out of your UAP.

Stage 1: Desired Results
General Outcomes (in full):
Stats and Probability:
GLO: (Data Analysis) Collect, display and analyze data to solve problems.
GLO: (Chance and Uncertainty) Use experimental or theoretical probabilities to represent and solve problems
involving uncertainty.

Patterns and Relations:

GLO: Use patterns to describe the world and to solve problems.
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the These address more specifically how you will achieve the big
outcomes picture/ideas
 Data collection  How can we collect data to map local trees? (How do we
 Data analysis collect and map data about trees?)
 Stats  How can we analyze and interpret data to map local
 Probability trees?
 Central tendency (mean, median, range, mode)  Can we use statistics and probability to analyze tree data?
 Conduct investigations


Specific Outcomes (in full): Prior understandings…

Students will be able to…  Data collection
Math:  Measurement
(Stats and probability)
1. Describe the effect of:
 Unit A Biodiversity
a. bias  Leaf and tree identification (leaf and tree journal)
b. use of language o There will be prior leaf collection and species
c. ethics identification. Students have gone out into the
d. cost
e. time and timing area and find as many species as they can find
f. privacy (hopefully between 5 and 10 species). They will
g. cultural sensitivity on the collection of data. include the leaves
2. Select and defend the choice of using either a population or Grade 7:
a sample of a population to answer a question.
3. Develop and implement a project plan for the collection, Stats and Probability: Data Analysis
display and analysis of data by: GLO: Collect, display and analyze data to solve problems.
a. formulating a question for investigation SLOs:
4. Demonstrate an understanding of the role of probability in 1. Demonstrate an understanding of central tendency
society.
a. choosing a data collection method that includes and range by:
social considerations  determining the measures of central tendency
b. selecting a population or a sample (mean, median, mode) and range
c. collecting the data
 determining the most appropriate measures of
d. displaying the collected data in an appropriate
manner central tendency to report findings.
e. drawing conclusions to answer the question 2. Determine the effect on the mean, median and mode
(Patterns and Relations) when an outlier is included in a data set.
SLO: Graph a linear relation, analyze the graph, and interpolate
3. Construct, label and interpret circle graphs to solve
or extrapolate to solve problems.
problems.
Science:
Conduct investigations into the relationships between and among Shape and Space: Measurement
observations, and gather and record qualitative and quantitative
GLO: Use direct and indirect measurement to solve problems.
data
- observe and record data, and prepare simple line drawings
(e.g., compare two related plants by measuring, describing
and drawing them)
- estimate measurements (e.g., estimate the population of a
given plant species within a study plot)
- research information related to a given issue (e.g., conduct
an electronic search for information on factors that affect
the reproduction and survival of wood frogs)
Analyze qualitative and quantitative data, and develop and assess
possible explanations
- identify strengths and weaknesses of different ways of
displaying data (e.g., compare different ways of recording
and displaying data on plant variation in a study plot)
- interpret patterns and trends in data, and infer and explain
relationships among the variables (e.g., interpret data on
changing animal populations, and infer possible causes)
- apply given criteria for evaluating evidence and sources of
information (e.g., evaluate sources based on their currency,
credibility and the extent to which claims are supported by
data)
- identify new questions and problems that arise from what
was learned
Work collaboratively on problems; and use appropriate language
and formats to communicate ideas, procedures and results
- communicate questions, ideas, intentions, plans and results,
using lists, notes in point form, sentences, data tables,
graphs, drawings, oral language and other means (e.g.,
illustrate and compare methods of reproduction in sample
organisms studied)
- evaluate individual and group processes used in
investigating an issue and evaluating alternative decisions
(e.g., evaluate strategies for locating information, such as
the use of particular key words or search tools; evaluate
approaches for sharing work on a given research task and
for synthesizing the information found)
- defend a given position on an issue, based on their findings
(e.g., defend a position on a proposed measure to protect a
particular plant or animal population)
SLO:
1. Demonstrate an understanding of circles by:
 describing the relationships among radius,
diameter and circumference
 relating circumference to pi
 determining the sum of the central angles
 constructing circles with a given radius or
diameter
 solving problems involving the radii, diameters
and circumferences of circles.
Grade 8:
Stats and Probability: Data Analysis
GLO: Collect, display and analyze data to solve problems.
SLOs:
 Critique ways in which data is presented in circle
graphs, line graphs, bar graphs and pictographs.
Where does this lead? (Future outcomes in the same
course, following grade-level classes, etc.)
Future outcomes in the same course:
Students can use data collected about the trees (diameter,
etc) to calculate other measurements of the trees and their
circular properties.
Shape and Space: Measurement
GLO: Use direct and indirect measurement to solve problems.
SLOs:
1. Solve problems and justify the solution strategy, using the
following circle properties:
 the perpendicular from the center of a circle to a chord
bisects the chord
 the measure of the central angle is equal to twice the
measure of the inscribed angle subtended by the same
arc
 the inscribed angles subtended by the same arc are
congruent
 a tangent to a circle is perpendicular to the radius at the
point of tangency.
Students can use the same trees to calculate what the
approximate volume would be of the tree. They can sketch
drawings of the trees in a logbook, decide what 3-D shapes
these trees are most similar to and use the data collected to
calculate the volume of all or part of the trees.
GLO: Describe the characteristics of 3-D objects and 2-D
shapes, and analyze the relationships among them.
SLOs:
2. Determine the surface area of composite 3-D objects to
solve problems.
Following grade-level classes:
Math 10-3
Measurement
GLO: Develop spatial sense through direct and indirect
measurement.
SLOs:
1. Solve problems that involve SI and imperial units in
surface area measurements and verify the solutions.
2. Solve problems that involve SI and imperial units in
volume and capacity measurements

Statistics
GLO: develop statistical reasoning
SLOs:
1. Solve problems that involve creating and interpreting
graphs, including:
o bar graphs
o histograms
o line graphs
o circle graphs.

Math 20-2
Statistics
GLO: Develop Statistical Reasoning
SLOs:
1. Demonstrate an understanding of normal distribution,
including:
o standard deviation
o z-scores.
2. Interpret statistical data, using:
o confidence intervals
o confidence levels
o margin of error

GLO: Develop an appreciation of the role of mathematics in

society.
SLO:
1. Research and give a presentation on a historical event
or an area of interest that involves mathematics.
 Stage 2: Assessments
Leaf / Tree Informal
Data Graphing Interpretation
Title Journal for Logbook Tree Map Formative
Collection Data of results
Learning Identification Assessment
Outcomes Type Formative Formative Formative
Preassessment Formative /
(Formative/Summative / / / Summative Formative
) Summative
Summative Summative Summative
Weighting - 20% 20% 25% 25% 10% -

(Math) Describe the effect of:

 bias
 use of language
 ethics
 cost x x x
 time and timing
 privacy
 cultural sensitivity on the
collection of data.
(Math) Select and defend the
choice of using either a population
x x
or a sample of a population to
answer a question
(Math) Develop and implement a
project plan for the collection,
display and analysis of data by: x x
 formulating a question for
investigation
(Math) Demonstrate an
understanding of the role of
probability in society.
 choosing a data collection
method that includes social
considerations
 selecting a population or a
x x x x x
sample
 collecting the data
 displaying the collected data in
an appropriate manner
 drawing conclusions to answer
the question

(Math) Graph a linear relation, x x x

analyze the graph, and interpolate
or extrapolate to solve problems.

(Science)
Conduct investigations into the relationships
between and among observations, and
gather and record qualitative and
quantitative data
- observe and record data, and prepare
simple line drawings (e.g., compare two
related plants by measuring, describing
and drawing them)
- estimate measurements (e.g., estimate
x x x x x
the population of a given plant species
within a study plot)
- research information related to a given
issue (e.g., conduct an electronic
search for information on factors that
affect the reproduction and survival of
wood frogs)

(Science)
Analyze qualitative and quantitative data,
and develop and assess possible
explanations
- identify strengths and weaknesses of
different ways of displaying data (e.g.,
compare different ways of recording
and displaying data on plant variation in
a study plot)
- interpret patterns and trends in data,
and infer and explain relationships
among the variables (e.g., interpret
x x x x
data on changing animal populations,
and infer possible causes)
- apply given criteria for evaluating
evidence and sources of information
(e.g., evaluate sources based on their
currency, credibility and the extent to
which claims are supported by data)
- identify new questions and problems
that arise from what was learned
 Assessment
Assessment
Assessment Tool Brief Description FOR
OF Learning
Learning
- This will be something students have already
created and will use as a reference.
- The leaf journal will include tree names, pictures This is a tool
or drawings of leaves, identifying characteristics, that will be
scientific name, economic uses, importance to used for tree
Leaf Journal for
wildlife and the typical mature height. There will identification.
Tree Identification
be 5-10 trees/leaves in the journal, depending on Not
the diversity of the area. summatively
- This uses prior knowledge. assessed.
- Students will use this to identify the trees in our
area..
Logbook - This logbook will be a medium for data collection, The logbook The data
notes, reflections and questions. Students will reflections will collection plan,
refer to their logbooks throughout the entirety of be used an data display,
the unit. assessment for conclusions
o (C&I math scribbler style) learning. The and Science
- This will be where students make all their notes, preliminary data collection
collect their data and reflect on their work. data collection, and
- Students will be required to contribute to their questions, observation
logbook daily. There will be time allotted each day notes, X-page outcomes will
for logbook entries. activity, be assessed as
- This will be assessed in 2 ways: for quality of data noticing and assessment OF
collection and for daily reflections. wondering learning.
- Data collection assessment: activities will
o Did the student collect all parts that are all be assessed
necessary for the data set? If not, did they for learning.
reflect on how they missed an important
piece and how it influenced the results?
Did they then collect the pieces that were
missing?
o The complete accuracy of the data will not
be assessed in the logbook as it is to keep
a record of their unpolished and
rudimentary findings. There will be value
in accurate measures in their logbooks in
order to have accurate measures for the
final product, however this is not the place
where that accuracy will be assessed. The
accuracy of their measurements and other
data collection will be assessed in the final
 graphs and the tree map. Students should
be able to find holes in their data if they
exist and identify where their inaccuracy
was problematic.
- Daily reflection assessment:
o Did the student reflect every class?
o Potential components of the reflection:
 What data was collected that class
OR how the data was used that
class.
 How the process made them feel.
Some prompts could include: Did
you enjoy what we did today?
What parts did you like? What
parts were frustrating or
challenging? Were there steps you
could have taken to alleviate these
frustrations? Did you find any
holes in your data or analysis that
you had to go back and fix?
- This will be assessed in the final product (tree
Assessed for
map). Students will record data in their logbook,
learning in first
but since the logbooks are a medium for
logbook check Assessment of
rough/preliminary notes and findings, it will not be
Collection of Data in and learning in
assessed in the logbook.
informally final tree map.
- Assessed on:
throughout
o No important missing data
classes.
o Accurate measurements
- Data will be input into excel Assessment of
Assessed for
- Data in excel will be converted from raw data into learning in
learning
graphs final tree map
Graphing of Data informally
- Students will hand in their completed graphs and and Excel
throughout
data tables. This will assess if the data is displayed graphs hand
classes.
appropriately. in.
Data analysis - Tree species identification Assessed for Assessment of
- Determine what species of trees are located in the learning in learning in
area. logbook and logbook.
- Determine the characteristics of different tree informally
species. throughout
- Use data (diameter at breast height, DBH, and classes.
tree species) to calculate the age of the trees.
- Determine the location of each tree
- Determine the heights and average heights of all
species of trees measured and each species
 specifically.
- Compare results to Lethbridge open data
- Compare to Lethbridge tree maps
- Compare data for the measured trees in Jupyter
notebooks
o Import collected data from excel
o Import open City of Lethbridge data
Assessment for
- Make generalizations about the species as a whole
Interpretation of learning in
based on a sample:
Results and reflections and
o Measures of central tendency from DBH,
Reflection logbook
height
entries.
- Measures of central tendency of the individual
species in the field site and all the species in the
yard as a whole. Example:
o Mean DBH for the __ (birch trees)__ in the
yard
o Mean DBH for all species in the yard
- On ArcGIS explorer
- Contains tree location and all data collected
(height, diameter, tree type, age)
- Accuracy of all data will be assessed here.
Tree Map (final - This will be a culmination of all other assessments. Assessment OF
performance task) What will be assessed here: learning.
o Accuracy of measurements
o DBH
o Correct age (calculations for the age,
correct DBH and species identification)
# Lesson Title Lesson Activities

Outcome(s):

Overview: (please connect lesson explicitly to EQ)

Introduce place-based education. Why it is important to learn about the world around us and the world in which we live.
 Start with an X-Page activity. The word will be “nature.” Have students think of a positive encounter with nature. This will
get students thinking about their time outside and the connectedness they feel with nature. Students can share one of
their positive experiences that they wrote about with the class if they are comfortable.
 “The core of learning is not in the information … being predigested from the outside, but in the interaction between a
child and the environment.”
 Since it is so important that we feel connected with nature and our place, we will integrate nature into our class. This will
integrate natural wellness, connectedness to nature and place, and natural wonder into the class. An organic way to
develop mathematical thinking.
Since we spend so much of our time at this school and in this community, why don’t we learn more about the environment we are
in? The types of trees that are around us? Where we have been playing outside, what we have been staring at as we daydream
Introduction to
out the school window?
Unit
1

Teaching and/or Learning Strategies:

 Teacher Directed
 Discussion

Notes:
- This will ensure engagement with the nature-based activities. Prime students for valuing outdoor education and hands on
learning. Hopefully it will bring out the positive memories and good vibes when we go outside to collect data. Students
will see purpose in what they are doing if they are primed with this.

Resources:
 X-Page activity directions
 Logbooks
 Last child in the Woods and other place-based education resources

2 Nature Walk Outcome(s):

Science 9:
Communication and Teamwork
Students will:
- Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and
results
- communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables,
graphs, drawings, oral language and other means (e.g., illustrate and compare methods of reproduction in sample
organisms studied)

Overview: (please connect lesson explicitly to EQ)

 - Goals of this lesson:
o to create an inquiry question
o to engage with nature and encourage wonder
- Students will visit the ‘field site’ during this lesson
- Introduce what a nature walk is and the purpose
- Encourage students to notice and wonder about what is around them
- Give students their logbooks
- Before the walk, give students these guidelines about their wonderings:
o Come up with 2 questions you are wondering about
o 1 must be about the trees in the area
o The other can be about anything else they may wonder
o They are not limited to only 2 questions, but they must have at least 2 written in their logbook
o Make any notes, drawings, question in logbook. You can refine your 2 questions when you get back inside.
o Encourage quiet, individual investigation.
- Take students outside to the field site for their nature walk
- After walk, let students refine their questions. They can discuss in their table groups what questions they came up with.
Remember, any question is valid and there are no wrong or ‘stupid’ questions. Discuss some that may be common to the
class and bring up some of these important topics if they didn’t come up:
o (When we think about the trees that are surrounding the school, what might we want to know about them?)
Suggestions:
 How many trees
 Tree species
 Age of the tree
 Diameter at Breast Height (DBH)
 Height
 Leaf characteristics
 Average height
 Average DBH
 Average age
 Most common species

- “We are going on a short walk outside and I want each of you to take a few minutes to observe the trees in the area
when we arrive at our “field site.” Since we have learned about the importance of trees to both the local ecosystem and
global system in class, we are now going to engage in a project where you will be collecting data on the local trees and
generating a map of the trees, in a way similar to field biologists studying trees in a specific field site.” (Erica Blatt, Local
Tree Mapping: A Collaborative, Place-Based Activity Integrating Science, Technology, Math and Geography)

Teaching and/or Learning Strategies:

- Nature noticing and wondering by students
- Student led investigations
- Student table discussions
- Teacher led class discussion
 Notes:
- Questions generated here will be a basis for the investigation

Resources:
- Logbooks
- Noticing and Wondering in Science/Math and the Beauty of Science documents (from Science and Math C&I)

3 Outcome(s):
Identify Science 9:
Influencing Conduct investigations into the relationships between and among observations, and gather and record qualitative and
Factors and quantitative data
question  observe and record data, and prepare simple line drawings (e.g., compare two related plants by measuring, describing
generation and drawing them)
 estimate measurements (e.g., estimate the population of a given plant species within a study plot)
 research information related to a given issue (e.g., conduct an electronic search for information on factors that affect the
reproduction and survival of wood frogs)
Math 9:
3. Develop and implement a project plan for the collection, display and analysis of data by:
a. formulating a question for investigation
b. choosing a data collection method that includes social considerations
c. selecting a population or a sample
d. collecting the data
e. displaying the collected data in an appropriate manner
f. drawing conclusions to answer the question
Math 7:
Stats and Probability: Data Analysis
4. Demonstrate an understanding of central tendency and range by:
 determining the measures of central tendency (mean, median, mode) and range determining the most appropriate
measures of central tendency to report findings

Overview: (please connect lesson explicitly to EQ)

- Introduce research process
o all research begins with a question. What follows after a research question? Hypothesis, investigation, conclusions
etc.
- Students will develop their own research question to pursue throughout the unit based on questions developed in previous
lesson. This research question has to be related to the trees.
o Narrow it down to 4 main research questions in the class. These should include:
 What is the percentage of each type of tree in the Field Research Site?
 Methods: create an excel table and chart/graph with this information
 What is the height of each of the trees in the Field Research Site? What is the average height of each
type of tree?
 Methods: create an excel table and chart/graph with this information
  What is the location of each of the trees in the Field Research Site?
 Methods: Create an Excel table with the longitude and latitude information for each tree
 What is the DBH (diameter at breast height ∼4.5 ft.) and approximate age of each of the trees in the
Field Research Site? What is the average DBH and average age of each type of tree?
 Methods: Create an Excel table and graph with this information.
- Once we have some characteristics we want to investigate (How many trees, tree species, age of the tree, diameter,
height, leaf characteristics, average height, average diameter, most common species), ask students how they could go
about answering these questions. Have students brainstorm the methods they could use.
o Think-pair-share
- Relate these methods to math: mathematical collection, data reasoning, data analysis.
o Think-pair-share for ways this could relate to math and what big mathematical concepts we would be utilizing if
we were to answer these questions.
- Methods to address:
o Data collection methods
o Data analysis methods (central tendency: activate background knowledge by addressing Math 7 central tendency
outcomes).

Teaching and/or Learning Strategies:

Assessment is formative through discussion and conversations.
Student partner discussions, whole class discussions, independent writing (question writing). Teacher led discussions.

Notes:

Resources:
Logbooks
Research process resources

4 Outcome(s):
3.Develop and implement a project plan for the collection, display and analysis of data by:
a. formulating a question for investigation
b. choosing a data collection method that includes social considerations
c. selecting a population or a sample
d. collecting the data
e. displaying the collected data in an appropriate manner
f. drawing conclusions to answer the question

Overview: (please connect lesson explicitly to EQ)

Teach data collection skills for the data we are actually collecting.
Practice each type of data collection.
Instruction: components of a complete procedure.

Separate students into study groups.

- Group 1: What is the percentage of each type of tree in the Field Research Site?
 o Methods: create an excel table and chart/graph with this information
- Group 2: What is the height of each of the trees in the Field Research Site? What is the average height of each type of
tree?
o Methods: create an excel table and chart/graph with this information
- Group 3: What is the location of each of the trees in the Field Research Site?
o Methods: Create an Excel table with the longitude and latitude information for each tree
- Group 4: What is the DBH (diameter at breast height ∼4.5 ft.) and approximate age of each of the trees in the Field
Research Site? What is the average DBH and average age of each type of tree?
o Methods: Create an Excel table and graph with this information.
Give students their assigned research question and how they will display their data but have them develop their own procedure in
the next class.

Teaching and/or Learning Strategies:

Teacher instruction for teaching data collection skills. Students practice data collection. Teacher instruction/class discussion for
what components are in a complete procedure.

Notes:
For Group 4 (DBH), How to calculate diameter? How to measure diameter?
- Measure circumference of the tree and calculate diameter
For

Resources:
Procedures for each group:
 Erica Blatt, Local Tree Mapping: A Collaborative, Place-Based Activity Integrating Science, Technology, Math and
Geography

5 Outcome(s):
Science 9:
Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results
- communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables,
graphs, drawings, oral language and other means (e.g., illustrate and compare methods of reproduction in sample
organisms studied)
- evaluate individual and group processes used in investigating an issue and evaluating alternative decisions (e.g., evaluate
strategies for locating information, such as the use of particular key words or search tools; evaluate approaches for
sharing work on a given research task and for synthesizing the information found)

Math 9:
1. Describe the effect of:
a. bias
b. use of language
c. ethics
d. cost
 e. time and timing
f. privacy
g. cultural sensitivity on the collection of data.

3. Develop and implement a project plan for the collection, display and analysis of data by:
a. formulating a question for investigation
b. choosing a data collection method that includes social considerations
c. selecting a population or a sample
d. collecting the data
e. displaying the collected data in an appropriate manner
f. drawing conclusions to answer the question

Overview: (please connect lesson explicitly to EQ)

Students will develop a procedure for their data collection. Procedures should directly address each group’s research question.
This will be done in their logbooks. Each student must have an explicit procedure with all steps clearly labelled. They will refer
back to this when they collect their data.
Students will work together in their 4 groups to have 1 procedure that the whole group will follow.
Show the PB&J exact instructions video (linked below) prior to writing to show the importance of a good procedure. Have students
come up with what made the final set of instructions a good procedure.
Students should make direct links to these considerations when developing their procedure, and address them in their logbooks.
 Bias
 Use of language
 Ethics
 Cost
 Time and timing
 Privacy
 Cultural sensitivity
At the end of the lesson, prepare students for the next class where they will be visiting the field site. Remind students in group 1
about their Leaf and Tree Journal that they made in Science previously. This journal will help them identify each of the trees in the
Field Site.

Teaching and/or Learning Strategies:

 Students create a procedure in their group
 Students learn the importance of a good procedure by watching a video

Notes:
 Another lesson can be inserted before the actual procedure development if needed. Following the PB&J instruction video,
we could have students do a procedure workshop where they develop an arbitrary procedure for their classmates to try.
For example, make a procedure for a series of actions they want one of their classmates to make. The steps must be
explicit and list all the materials the student will need to perform the actions. Example:
o you will need a pencil, a piece of paper, a desk and a chair.
o Step 1: sit on the chair.
 o Step 2: hold the pencil.
o Step 3: Leave the paper on the desk.
o Step 4: write on the piece of paper.
 Before next class, be sure that the trees in the field area are all labelled with numbers. They will need to be numbered in
order to organize the data collection.
 Questions that may come up when they develop their procedure:
o For Group 4 (DBH), How to calculate diameter? How to measure diameter?
 Measure circumference of the tree and calculate diameter
 (Math 7 Shape and Space outcome for background knowledge– circles, diameter, circumference…)
o For Group 4 (DBH), how do you calculate age of the tree
 For each tree, locate the tree type on the chart, and then multiply the DBH value with the growth rate
listed next to the name of the tree on the chart. This gives you the approximate age of the tree.

Resources:
 Procedure video: Exact Instructions Challenge - THIS is why my kids hate me. | Josh Darnit
https://www.youtube.com/watch?v=cDA3_5982h8
 Procedures for each group:
o Erica Blatt, Local Tree Mapping: A Collaborative, Place-Based Activity Integrating Science, Technology, Math and
Geography
 Logbooks

6 Outcome(s):
Science 9:
Conduct investigations into the relationships between and among observations, and gather and record qualitative and
quantitative data
 observe and record data, and prepare simple line drawings (e.g., compare two related plants by measuring,
describing and drawing them)
 estimate measurements (e.g., estimate the population of a given plant species within a study plot)
 research information related to a given issue (e.g., conduct an electronic search for information on factors that affect
the reproduction and survival of wood frogs)
Math 9:
3. Develop and implement a project plan for the collection, display and analysis of data by:
a. formulating a question for investigation
b. choosing a data collection method that includes social considerations
c. selecting a population or a sample
d. collecting the data
e. displaying the collected data in an appropriate manner
f. drawing conclusions to answer the question

Overview: (please connect lesson explicitly to EQ)

Data collection day
Logbook entry at the end of class
 Teaching and/or Learning Strategies:
- student lead investigations
- students collect data from the field site

Notes:

Resources:
- Measuring devices
- Logbooks to record data

Outcome(s):
Science 9:
Conduct investigations into the relationships between and among observations, and gather and record qualitative and
quantitative data
 observe and record data, and prepare simple line drawings (e.g., compare two related plants by measuring,
describing and drawing them)
 estimate measurements (e.g., estimate the population of a given plant species within a study plot)
 research information related to a given issue (e.g., conduct an electronic search for information on factors that affect
the reproduction and survival of wood frogs)
Math 9:
3.Develop and implement a project plan for the collection, display and analysis of data by:
g. formulating a question for investigation
h. choosing a data collection method that includes social considerations
i. selecting a population or a sample
j. collecting the data
k. displaying the collected data in an appropriate manner
7 l. drawing conclusions to answer the question

Overview: (please connect lesson explicitly to EQ)

Data collection day
Logbook entry at the end of class

Teaching and/or Learning Strategies:

- student lead investigations
- students collect data from the field site

Notes:

Resources:
- measuring devices
- logbooks to record data
 Outcome(s):
Science 9:
Conduct investigations into the relationships between and among observations, and gather and record qualitative and
quantitative data
 observe and record data, and prepare simple line drawings (e.g., compare two related plants by measuring,
describing and drawing them)
 estimate measurements (e.g., estimate the population of a given plant species within a study plot)
 research information related to a given issue (e.g., conduct an electronic search for information on factors that affect
the reproduction and survival of wood frogs)
Math 9:
3.Develop and implement a project plan for the collection, display and analysis of data by:
m. formulating a question for investigation
n. choosing a data collection method that includes social considerations
o. selecting a population or a sample
p. collecting the data
q. displaying the collected data in an appropriate manner
r. drawing conclusions to answer the question
8

Overview: (please connect lesson explicitly to EQ)

Data collection day
Logbook reflective entry at the end of class
Logbook Check-in

Teaching and/or Learning Strategies:

- student lead investigations
- students collect data from the field site

Notes:
- students will hand in their logbooks for formative assessment at the end of this class.

Resources:
- measuring devices
- logbooks to record data

9 Outcome(s):
Math 9:
3. Develop and implement a project plan for the collection, display and analysis of data by:
a. formulating a question for investigation
b. choosing a data collection method that includes social considerations
c. selecting a population or a sample
d. collecting the data
e. displaying the collected data in an appropriate manner
f. drawing conclusions to answer the question
 4. Graph a linear relation, analyze the graph, and interpolate or extrapolate to solve problems.

Overview: (please connect lesson explicitly to EQ)

Data analysis day.
Introduction to using Excel

Teaching and/or Learning Strategies:

- Teacher instruction for Excel basics
- Students input data into Excel and work out problems as they go

Notes:

Resources:

10 Outcome(s):
Math 7:
Stats and Probability: Data Analysis
1. Demonstrate an understanding of central tendency and range by:
o determining the measures of central tendency (mean, median, mode) and range
o determining the most appropriate measures of central tendency to report findings.
2. Determine the effect on the mean, median and mode when an outlier is included in a data set.

Math 9:
3. Develop and implement a project plan for the collection, display and analysis of data by:
a. formulating a question for investigation
b. choosing a data collection method that includes social considerations
c. selecting a population or a sample
d. collecting the data
e. displaying the collected data in an appropriate manner drawing conclusions to answer the question
4. Graph a linear relation, analyze the graph, and interpolate or extrapolate to solve problems.

Overview: (please connect lesson explicitly to EQ)

Data analysis day.
Central Tendency – preassessment. Remind students what central tendency is. Can use the widget in the central tendency and
outliers Jupyter notebook to show the outliers effect on central tendency. Central tendency is used to determine the average
height, DBH, and age of the trees. All students will investigate the central tendency notebook, regardless of what group they are
in.
Logbook Check-in

Teaching and/or Learning Strategies:

- Look at effect outliers and different data points have on measures of central tendency.
- Student lead investigations guided by the Jupyter notebook.
 Notes:

Resources:
- Logbooks
- Central Tendency Jupyter notebook

11 Outcome(s):
Math 9:
3. Develop and implement a project plan for the collection, display and analysis of data by:
a. formulating a question for investigation
b. choosing a data collection method that includes social considerations
c. selecting a population or a sample
d. collecting the data
e. displaying the collected data in an appropriate manner drawing conclusions to answer the question
4. Graph a linear relation, analyze the graph, and interpolate or extrapolate to solve problems.

Overview: (please connect lesson explicitly to EQ)

Data analysis
What is the best type of graph to use? Displaying the collected data in an appropriate manner.
Students will determine what is the best type of graph to use for different types of data. Then they can choose the best data
display for their collected data.
Show students the different types of graphs that can be used to display data.
Given each group a random data set and ask them to choose which type of graph they would use to display the data. Each group
will display the data in the way they chose and have to present to the class about why they chose that graph. Have the rest of the
class think about it and determine if there are any other reasonable options for what graph to use.
After groups are done presenting they will go back to their data and choose an appropriate graph to represent the their data set
and create that graph.
If students need, give a mini lesson of how to graph data in Excel.

Teaching and/or Learning Strategies:

- Teacher instruction for graph types
- Group work for determining graph type of a data set
- Presenting graph and decision
- Students decide whether they agree or not
- Students use what they’ve learned for their own data analysis
- Potential mini lesson for how to graph data in Excel

Notes:
- if Group 1 finishes early, they can research more about each tree type. Come up with a new research question to
investigate and find out for each type of tree.

Resources:
- find resource for determining what type of graph is the best to use in different contexts.
 - Logbooks
- Big poster paper for graph presentation
- Types of graphs for instruction
- Excel for graphing and data analysis
Outcome(s):
Math 9:
3. Develop and implement a project plan for the collection, display and analysis of data by:
a. formulating a question for investigation
b. choosing a data collection method that includes social considerations
c. selecting a population or a sample
d. collecting the data
e. displaying the collected data in an appropriate manner
f. drawing conclusions to answer the question
4. Graph a linear relation, analyze the graph, and interpolate or extrapolate to solve problems.

Overview: (please connect lesson explicitly to EQ)

Data analysis
Students can fix or collect any new data they need.
Logbook reflection for data analysis/interpolation/extrapolation

12 Teaching and/or Learning Strategies:

- Students display and analyze data they found
- Students can find missing pieces in their data and recollect.
- Students can use the data they collected to extrapolate and interpolate
- Teacher instruction for interpolation and extrapolation.
- Teacher instruction in small groups for using the tree map if students get to that point.

Notes:
- if any groups are done, they can begin mapping their trees. Then they will have a head start on this and can help their
peers in the following classes.

Resources:
- ArcGIS
- Excel
- Logbooks

13 Outcome(s):
Math 9:
(Stats and probability)
1. Select and defend the choice of using either a population or a sample of a population to answer a question
(Patterns and Relations)
1. Graph a linear relation, analyze the graph, and interpolate or extrapolate to solve problems.
 Overview: (please connect lesson explicitly to EQ)
Did we use a sample or population? How? Can we extrapolate our data? Why would we use a sample? When would we use a
population?
Can we generalize about a species based on collected data from a few trees?

Group data gallery walk. Each group will have an opportunity to present to their classmates about their findings so far. Present
what their research question was, what methods they used to collect their data, what data they collected, any findings so far (the
most common species is ____, the average height so far is ____, etc.), any challenges they have faced in any steps of the
process, and any questions that have arisen.

Teaching and/or Learning Strategies:

Teacher direction at beginning of lesson.
Student presentations

Notes:

Resources:
- Students will need to have access to their data and conclusions so far

14 Outcome(s):
4.Demonstrate an understanding of the role of probability in society.
a. choosing a data collection method that includes social considerations
b. selecting a population or a sample
c. collecting the data
d. displaying the collected data in an appropriate manner
e. drawing conclusions to answer the question

Overview: (please connect lesson explicitly to EQ)

Group tree mapping using ArcGIS
Mapping Procedure
1. After the class data is aggregated on an Excel spreadsheet and saved, delete the Tree Number column.
2. Save the Excel file as .csv file type. Click “OK” and “yes” to the pop-up questions.
3. Open ArcGIS Explorer online at http://www.arcgis.com/explorer/
4. Create login or sign in.
5. Click on “My Content,” and then on “New Map.”
6. Click on the “Add Content” Icon and then Click “Import.”
7. Copy and paste data from the .csv Excel file into the text box or browse your computer for the correct file. Click “OK.”
8. The program will organize the data into columns. Click “Import” again. The program will import data into the map.
9. Click the zoom icon and zoom to the approximate location to see the trees. Click on any tree to view the data about the
tree.
10. Click on the save icon to save your map.
11. Add other map content layers if wanted or pictures in the pop-up box for each tree.

Teaching and/or Learning Strategies:

 - Students map their own data
- Every student will create their own map using the class data

Notes:

Resources:
 Logbooks
 Excel data
 ArcGIS

Outcome(s):
Math 9:
4.Demonstrate an understanding of the role of probability in society.
a. choosing a data collection method that includes social considerations
b. selecting a population or a sample
c. collecting the data
d. displaying the collected data in an appropriate manner
e. drawing conclusions to answer the question

Overview: (please connect lesson explicitly to EQ)

Group tree mapping
15 Teaching and/or Learning Strategies:
- Students map their own data
- Every student will create their own map using the class data

Notes:
 continuation of last class, if they need extra time.
Resources:
 Logbooks
 Excel data
 ArcGIS

16 Outcome(s):
Math 9:
(Stats and Probability)
4.Demonstrate an understanding of the role of probability in society.
a. choosing a data collection method that includes social considerations
b. selecting a population or a sample
c. collecting the data
d. displaying the collected data in an appropriate manner
e. drawing conclusions to answer the question

(Patterns and Relations)

SLO: Graph a linear relation, analyze the graph, and interpolate or extrapolate to solve problems.

Science 9:
Analyze qualitative and quantitative data, and develop and assess possible explanations
 - identify strengths and weaknesses of different ways of displaying data (e.g., compare different ways of recording and displaying data on plant variation in a
study plot)
- interpret patterns and trends in data, and infer and explain relationships among the variables (e.g., interpret data on changing animal populations, and infer
possible causes)
- apply given criteria for evaluating evidence and sources of information (e.g., evaluate sources based on their currency, credibility and the extent to which
claims are supported by data) identify new questions and problems that arise from what was learned
Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results
- communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and
other means (e.g., illustrate and compare methods of reproduction in sample organisms studied)
- evaluate individual and group processes used in investigating an issue and evaluating alternative decisions (e.g., evaluate strategies for locating information,
such as the use of particular key words or search tools; evaluate approaches for sharing work on a given research task and for synthesizing the information
found)
- defend a given position on an issue, based on their findings (e.g., defend a position on a proposed measure to protect a particular plant or animal population)

Overview: (please connect lesson explicitly to EQ)

Look at tree map and data as a class
Discussion:
- Which types of trees did you find to be the oldest in the Field Research Site? The youngest? What in the history of this
area could account for the ages of the trees?
- Do the ages of the trees appear to be correlated with the heights of the trees? What evidence do you have for this
conclusion?
- What is the most common type of tree in the Field Research Site? Which trees found in the site are native to this area?
Which trees are invasive or planted?
- Use the American Forest Big Tree Web site to research the height and DBH of the Big Tree champions for the species
found in our Field Research Site. How do these values compare with those in our field research site? What could account
for these differences?
- In this project, we were mapping local trees and data associated with the trees. What other types of data might a
scientist, geographer, historian, or public official want to collect and map?
- Why might the type of data collected in this study be useful to a scientist studying the effects of trees (or vegetation) on
climate change?

Teaching and/or Learning Strategies:

- Class discussion
- Analyzing map the class made and the data everyone contributed

Notes:

Resources:
Tree map
Excel data spreadsheet

17 Outcome(s):
Science 9:
Analyze qualitative and quantitative data, and develop and assess possible explanations
- identify strengths and weaknesses of different ways of displaying data (e.g., compare different ways of recording and displaying data on plant variation in a
study plot)
 - interpret patterns and trends in data, and infer and explain relationships among the variables (e.g., interpret data on changing animal populations, and infer
possible causes)
- apply given criteria for evaluating evidence and sources of information (e.g., evaluate sources based on their currency, credibility and the extent to which
claims are supported by data)
- identify new questions and problems that arise from what was learned

Overview: (please connect lesson explicitly to EQ)

Introduce Lethbridge Open Tree Data
- Allow students to explore the resource for a while.
- Have students identify similarities and differences between the data catalogue and the data they collected in their
logbooks.
- Let students find the trees they catalogued in database and see if they recognize them
- Export all Lethbridge tree data

Teaching and/or Learning Strategies:

Notes:

Resources:

18 Outcome(s):
Science 9:
Analyze qualitative and quantitative data, and develop and assess possible explanations
- identify strengths and weaknesses of different ways of displaying data (e.g., compare different ways of recording and displaying data on plant variation in a
study plot)
- interpret patterns and trends in data, and infer and explain relationships among the variables (e.g., interpret data on changing animal populations, and infer
possible causes)
- apply given criteria for evaluating evidence and sources of information (e.g., evaluate sources based on their currency, credibility and the extent to which
claims are supported by data)
- identify new questions and problems that arise from what was learned

Overview: (please connect lesson explicitly to EQ)

Intro to Jupyter Notebooks and data analysis
We will use these notebooks to compare the 2 data sets and filter the data.
This class will mainly be used to introduce coding, computational thinking, and Juptyer notebooks. Some basic coding will be
practiced before the data set is uploaded in the next lesson.

Teaching and/or Learning Strategies:

- Structured, teacher lead lesson for Callysto use
- Students can practice some of the Callysto lessons on their own

Notes:

Resources:
- Callysto Pandas and data notebook
- Callysto intro to coding notebook
 Outcome(s):
Science 9:
Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data
- observe and record data, and prepare simple line drawings (e.g., compare two related plants by measuring, describing and drawing them)
- estimate measurements (e.g., estimate the population of a given plant species within a study plot)
- research information related to a given issue (e.g., conduct an electronic search for information on factors that affect the reproduction and survival of wood
frogs)
Analyze qualitative and quantitative data, and develop and assess possible explanations
- identify strengths and weaknesses of different ways of displaying data (e.g., compare different ways of recording and displaying data on plant variation in a
study plot)
- interpret patterns and trends in data, and infer and explain relationships among the variables (e.g., interpret data on changing animal populations, and infer
possible causes)
- apply given criteria for evaluating evidence and sources of information (e.g., evaluate sources based on their currency, credibility and the extent to which
claims are supported by data)
- identify new questions and problems that arise from what was learned

Math 9:
Graph a linear relation, analyze the graph, and interpolate or extrapolate to solve problems.

Overview: (please connect lesson explicitly to EQ)

Compare Lethbridge open data to collected data in Jupyter notebooks
19 Lethbridge tree data will be uploaded into the Jupyter notebook. Students will have to use coding/functions of the notebooks to
filter the data set, so they only see the trees that are in their field site.
Once they have input the filtered data, they can compare the results.
Compare height, diameter, and age for at least 3 specific trees in our field site between class collection and the data catalogue in
logbooks. Give suggestions as to why they might differ.
Compare the average height, diameter and age for all the trees in the field site and for one specific species (of your choice).
Comparing the species data will require filtering the data sets.

Logbook reflections on how and why it varied.

Teaching and/or Learning Strategies:

- teacher leads in using Jupyter notebooks
- students input data into notebooks
- students reflect on why there is variation

Notes:

Resources:

20 Outcome(s):

Overview: (please connect lesson explicitly to EQ)

Option for carry over from previous lesson. See Lesson 19 for details.
Students will be finished their tree map, data analysis and graphs, and their logbooks.
All products will be submitted for assessment.

Teaching and/or Learning Strategies:

Notes:

Resources:
 Assess and Reflect (Stage 4)
Considerations
Required Areas of Study:
Is there alignment between outcomes, performance
assessment and learning experiences?
Adaptive Dimension:
Have I made purposeful adjustments to the curriculum
content (not outcomes), instructional practices, and/or
the learning environment to meet the learning needs of
all my students?
Instructional Approaches:
Do I use a variety of teacher directed and student-
centered instructional approaches?
FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while honoring
each child’s identity?
Comments
There are alignments between the learning outcomes and the assessment and
performance tasks. This unit builds an organic way of mathematizing the world. Students
use mathematical strategies and apply them in a very real way.
The learning environment has not necessarily catered to all students’ physical abilities as it
requires being outside taking measurements of trees. If there were any barriers for
students with physical disabilities, adjustments would be made. If using a computer
programs (like Excel) is unviable for students, they could also have the option of displaying
the data in a different program or on paper. Then the data could be input into Excel for
the rest of the class to access and map, but the students will not be assessed on their
ability to use Excel.
This is a hands-on learning experience that would be valuable for all students. The
learning activities are authentic in a way that many different types of students will be able
to access and interact with the content. There is also an array of skills necessary in the
project, and since students are working in groups, they can use their abilities to assist
each other accordingly. If necessary, the project could be restructured to change the way
students are grouped. Options for individual work, whole class work or small group work
are available.
Yes! This unit plan is structured so that students have the opportunity for hands on
applications of mathematics. Students get to make discoveries and conclusions on their
own while still having guidance as to what they need to be investigating. There are also
some teacher-directed lessons interspersed to guide students thinking and discussion.
I hope it is okay that I just addressed this in my rationale… 
RATIONALE
In essay format, elaborate on Stage 4 to link unit design to a comprehensive understanding of the theories/principles for mathematics teaching and
learning. Be explicit in your connections to all of your education coursework and readings, including Math C&I. (MAX 1 – 2 pages)

This unit plan stems from the concept of place-based learning. Place-based learning is important because it provides children with a connection to
nature, the land, and the world they live in. In his award-winning novel The Last Child in the Woods, Richard Louv addresses experiential and nature
education research. According to Louv, children are becoming increasingly disconnected with nature despite its wealth of mental, physical and emotional
health benefits. He provides developmental and emotional justifications as to why children need to play more in nature, but he also addresses the role
education has in developing nature-child connections. The Ministry of Social Affairs and Health in Finland believe that “the core of learning is not in the
information … being predigested from the outside, but in the interaction between a child and the environment.” (Louv, 2008). This idea that learning is
the interaction between a child and the environment is something that Louv agrees with.
David Sobel, the director of the Centre for Place-Based Education at Antioch University of New England and a codirector for a project that
connects communities, schools, and environmental organizations, provides that place-based education focuses on learning directly with the local
community of a student. When a student can connect with a place and their community, their education automatically becomes so much more relevant.
Then, what they are learning is their world. They are not learning about something far removed and without emotion, but they are learning about the
place they live in, the places they see every day. They have a connection with the material they are learning and interact with the curriculum rather than
just learn it. Place-based learning encourages valuing a specific place in a specific community, including the physical space, the role of that space in the
community and the history of the place (Stoilescu, 2016).
I am very interested and motivated by place-based, experiential, nature education. I believe that connecting a child to a place and to nature will
improve their attitudes about learning and education. They will be responsible and take ownership for both their learning and their environment. From the
perspective of Universal Design for Learning, teaching students in this way will put no student at a disadvantage. There may be some physical disabilities
that could make some place-based activities not plausible, but connecting a child to a place and experiencing nature will never do them harm. Some
differentiation may be necessary for activities, but such is true for any education plans. There are ways to accommodate for the students who need it
while still ensuring that they have a relevant education rooted in nature. Place based learning does not disregard curriculum and necessary skills but
instead integrates them into a nature-based experience, “using them in an adequate moment and place,” (Stoilescu, 2016).
Another reason that place-based education is so relevant is that it can address some of the social context issues that arise in schools. In our social
context class, we identified some of the issues that plague our schools. These issues include socioeconomic status, wellness, education relevance, and
cultural diversity. Place-based education addresses a number of these issues. The issues of socioeconomic status and cultural diversity can be reduced
because nature doesn’t require a language and it is something that everyone can connect to. There aren’t societal barriers on nature in the same way that
there are on so many aspects of our society. If we consider our Indigenous students in a culturally diverse population, they too would benefit from a
nature-based program. With nature based and experiential lessons, students can interact with the material rather than memorize it. Research is showing
the benefit of the outdoors on mental and physical wellness. Wellness can be increased in both students and staff in a nature-based program by
disconnecting from the internet, getting away from the fluorescent lights, breathing in fresh air and being in proximity of green spaces. Place based
education also increases relevance of education and learning in students and communities in which education is deemed as unimportant. In many rural
schools, educators struggle sustaining engagement with their students because their social roles do not place high value on education. Educators must
provide relevant and authentic learning experiences, and place-based education can provide those experiences to these students.
An interesting aspect of place-based learning is that it is rooted in Indigenous ways of knowing. As outlined in Aspects of theories, frameworks
and paradigms in mathematics education research (Stoilescu, 2016), place-based education connects us to Indigenous cultures by “approaching holistic
learning with an emphasis for the natural settings, local communities, authenticity and spirituality.” Through place-based and natural approaches to
education with can connect with Indigenous peoples and their ways of knowing.
Community oriented schooling, bioregional education, experiential education, place-based or environmental education are all an antidote to the
term coined by Richard Louv, nature-deficit disorder. From his perspective, children are not connected enough with nature, and all these types of
education can combat that. This unit plan provides opportunity for community integration, bioregional, experiential, place-based and environmental
education. In addition, there is supporting research to suggest that environment-based education actually improves student standardized test scores and
GPAs, develops skills in problem solving, critical thinking and decision making (Louv, 2008). Place-based education also increases students’ motivation to
learn and enhances their cooperation and conflict resolution skills (Louv, 2008). Without connection to natural and social issues, students may become
disconnected and apathetic. They are disconnected with community problems which results in lack of commitment and motivation (Stoilescu, 2016). If we
can involve our students in community and natural projects, we can boost their motivation, commitment and connectedness to the community.
I chose to create this unit in a way that fosters community engagement, outdoor education and experiential and inquiry-based learning. This unit
is not a complete inquiry unit in the sense that there is still some teacher direction and there are certain questions that need to be investigated in order to
create the final product. Students have some sense of autonomy and self-discovery in this unit plan.
This unit plan demonstrates to students that math is not something that is done just on paper in the classroom. The place-based nature of this
unit also demonstrates that ‘real-world’ issues are interconnected and not strictly designated to one academic stream (Adams et al., 2014). This unit
integrates science and math concepts and allows students to mathematize the world around them.
This unit plan uses TTLP, Thinking Through a Lesson Protocol (Smith et al., 2008), as it plans for questions to ask students in order to lead them
to think about certain concepts. These lessons use the students’ mathematical thinking as a key ingredient to develop their understanding of the ideas
(Smith et al., 2008).
This unit also allows students to participate in active learning, where they are discovering the beauty of math, science, technology and nature. In
a sense, this is mathematical play. Su (2017) states that there is overwhelming evidence that students learn better with active learning. Although this unit
is not a true inquiry unit and doesn’t foster play in its fullest sense, it does allow students to really connect with the mathematical content in a meaningful
way. Because of the unit’s natural elements, it cultivates an appreciation for the beauty of math. Students can see how mathematical concepts that were
once lifeless on a worksheet come alive and light up in a real, rooted in nature way. That is beauty. That “mathematics, … a product of human thought
independent of experience, is so admirably adapted to the objects of reality,” is beautiful (as cited by Su, 2017). Su (2017) also argues that if we are
teaching mathematics for human flourishing, we are not structuring our class in a way that disadvantages any student who may not have a strong
background in math. In this sense, this unit teaches mathematics for human flourishing. The math that is addressed in this unit is accessible to all
students because they have the opportunity to interact with it themselves. They also have many opportunities for feedback and teacher support, so no
student should be at a disadvantage. The unit should build appreciation for math because it connects to the human desire to play, to seek truth and to
pursue beauty.
According to Taylor (2017), this myth about mathematics exists: The narrow technical character of the school math curriculum is a necessary
consequence of the nature of the subject itself. The mathematics that is seen in schools today is often a product of narrow and technical skills that stem
directly from the curriculum. This unit challenges that myth because it is based on the investigation, discussion and enjoyment of sophisticated questions.
It is not narrow in its scope and has cross-curricular connections. In order to teach students the mathematics of mathematicians, we must instill in them
critical thinking and the importance of questioning. Questions, wonders and curiosity are the base students need to think like mathematicians. I have
included an activity in this unit where students must notice and wonder something about nature. This may be seen as something that satisfies the science
curriculum, but it is still important in math. It makes students stop, think about what they know, realize what they don’t know, challenge their
assumptions and beliefs and really dig into what is underneath everything around them. That desire for inquiry and investigation is something that needs
to be nurtured in the mathematics classroom. Taylor (2017) provides this quote:
There is only one subject-matter for education, and that is Life in all its manifestations. Instead of this single unity, we offer children––Algebra,
from which nothing follows; Geometry, from which nothing follows; Science, from which nothing follows; History, from which nothing follows; a
Couple of Languages, never mastered; and lastly, most dreary of all, Literature, represented by plays of Shakespeare, with philological notes and
short analyses of plot and character to be in substance committed to memory. Can such a list be said to represent Life as it is known in the midst
of the living of it?
This is so relevant because it outlines some assumptions we have about math – that it is separated into topics, is very specific, is not useful in life and has
no connections to outside content. This experiential and somewhat inquiry-based unit hopefully breaks down some of these restrictive notions and gives
students and the community the possibility that math can be relevant and is embedded in the world around us. Taylor also argues that the math class
should not be oriented around instructing complex and technical procedures, but they should arise organically from inquiry as part of a greater
investigation, and I love that. That is what I tried to do in this unit – have students investigate, and then instruct about a concept when it arises from their
investigations.
 I should note that many of the ideas and procedures for this unit plan came from Erica Blatts’s Local Tree Mapping: A Collaborative, Place-Based
Activity Integrating Science, Technology, Math, and Geography. However, it was my interest in inquiry and place-based education that led me to this
project, but I am very glad it did and am very excited about the final product and where the project could lead.
(PS – I tried mapping the trees on ArcGIS using Lethbridge’s database and it is VERY cool  )
REFERENCES:

Adams, A. E., Miller, B. G., Saul, M., & Pegg, J. (2014). Supporting Elementary Pre-service Teachers to Teach STEM through Place-based Teaching and

Learning Experiences. Electronic Journal for Research in Science & Mathematics Education , 18(5).

http://ejse.southwestern.edu/article/view/12958

Blatt, E. (2013). Local Tree Mapping: A Collaborative, Place-Based Activity Integrating Science, Technology, Math, and Geography. Science Activities, 50,

99-109.

Hurst, C. & Hurrell, D. (2014). Developing the Big Ideas of Number. International Journal of Education Studies in Mathematics, 1(2), 1-18.

Louv, R. (2008). Last child in the woods. Algonquin Books Od Chapel Hill.

Smith, M.S., Bill, V., & Hughes, E.K. (2008). Thinking through a lesson: Successfully implementing high-level tasks. Mathematics Teaching in the Middle

School, 14(3), 132–138.

Stoilescu, D. (2016). Aspects of Theories, Frameworks and Paradigms in Mathematics Education Research. European Journal of Science and Mathematics

Education, 4(2), 140–154. https://eric.ed.gov/?id=EJ1107820

Su, F.E. (2017). Mathematics for Human Flourishing.

Taylor, (2017). Teach the mathematics of mathematicians. Education Sciences, 1-10.