Instructional Software Lesson Idea

Lesson Investigating data and their connections to real life

Title
Content Algebra: Concept and Connections in the 9th Grade
Area

Content A.DSR.10: Collect, analyze, and interpret univariate quantitative data to answer statistical
Standards investigative questions that compare groups to solve real-life problems; Represent
bivariate data on a scatter plot and fit a function to the data to answer statistical questions
and solve real-life problems.

A.MM.1: Apply mathematics to real-life situations; model real-life phenomena using

mathematics
Technolog 1.3.c: Students curate information from digital resources using a variety of tools and
y methods to create collections of artifacts that demonstrate meaningful connections or
Standards conclusions.

1.5.a: Students formulate problem definitions suited for technology-assisted methods

such as data analysis, abstract models, and algorithmic thinking in exploring and finding
solutions.

Integrated Microsoft Excel

Technolog Google Sheets
y Microsoft PowerPoint
Google Slides
www.kaggle.com
Type of Simulation
Instruction
al
Software
Software Excellent features with IT are the usage of multi-user to give options to work together with
Feature people.
The IT gives students liberty to be creative in the choice of data the student finds
interesting (Could be gaming, nursing, meteorology, etc.)
Lets students highlight the knowledge they have with the IT to either use the basic usage
or deviate and use complex programming to complete the assignment
Reference https://www.kaggle.com/datasets: This is the website used to let students explore and
or choose a dataset they would enjoy using. Throughout picking, the teacher will monitor
Supportin and approve datasets chosen by the student (Allow data that are not too large nor too
g small
Resource
s https://support.microsoft.com/en-us/topic/present-your-data-in-a-scatter-chart-or-a-line-
chart-4570a80f-599a-4d6b-a155-
104a9018b86e#:~:text=Select%20the%20data%20you%20want,type%20to%20see%20it
s%20name.: This website will provide the basic knowledge of excel for making a scatter
plot for students who wish to have formal instructions on making a scatter plot.

Bloom’s When going through this lesson idea, we will touch the following levels in Bloom’s
Taxonomy Taxonomy Levels: Applying, Analyzing, and creating
Levels
Integration This lesson idea follows Loti 4: Integration
Level
Universal With this lesson idea created, we will hit several UDL ideologies to show that this activity
Design can be modified to help ALL students. First, with the guides provided, this will let students
Rationale have self-regulation to follow instructions given or be creative and follow their own path to
create something unique.

With the lesson, the teacher has an option to let people collaborate with other students or
work alone (I would recommend them to work together). In letting the students work
together, they will grow in sustaining efforts and persistence in the classroom.

The lesson gives several difficult levels if a student wishes to go “basic” or express their
creativity of finding data sets and creating the scatter plot. This allows students to be in
contact in recruiting interest in the lesson and allows them to enjoy it. Along with it, it
allows them the option to use different technologies (Excel vs sheets) to display their
interests.

Since we use several web applications, this lets students gain expressive skills and
fluency to navigate and understand the websites they are using.

Lastly, since this will, more than likely, be worked on a computer, this gives options to do
keyboard commands, text-to-speech, and voice recognition applications if a student has
difficulty using the basic mouse and keyboard to let them better themselves in the project
– thus touching base on physical actions.
Lesson Within this project, the students will do several tasks: They will find a dataset of their
Idea choosing that they find interesting on Kaggle and submit it to the teacher for approval.
Once approved, they will either work in a group (up to 2) or work by themselves to take
the dataset and create a table to show that the values mean and the purpose of the
dataset (for example, total rainfall per month in Georgia in 2018). With the table, they will
create a scatter plot to show a visual representation of the data chosen and find a line of
best fit to include in it. (This can be shown from google sheets/Microsoft excel or be done
by hand, whichever the student(s) finds best). Once complete, the students will do a
small presentation of what they did using a power point (Either on Google Slides or
Microsoft PowerPoint) or physically made (posterboard or trifold) to the whole class. This
project will be introduced near the middle of the unit and will take up to 2 weeks to
complete it to give ample time. Throughout the project, the teacher will only merely
approve the dataset and just facilitate the process to answer any questions the students
may have – giving students full creative freedom.

The purpose of the project is to let students showcase what they have learned from this
whole unit. In place of a test as an assessment, this will take place to see what students
remember in a fun way. This form of assessment will allow students to apply the topic of
this unit to real-life scenarios in the world to see how this is applied to real life. This also
allows the teacher to see what other skills the students have to show what other interests
they have (like using Excel and PowerPoint vs doing a physical presentation). This project
will, ultimately, complete this unit and let the teacher see all the applications of this unit
into one. At the end, feedback will be given via a rubric made for this presentation.
Design With this presentation being my biggest, and only, activity for this unit. I wanted to allow
Reflection something that gives students something fun that allows them to be as creative as
possible to let them become interested in this unit and apply it in a fun, yet realistic, way. -
to which I feel this accomplishes. I feel as if what I have provided will cover all the needs
the student wants to let them express what they want. However, If I wanted to include
more options, I would offer the use of Prezi and let those who prefer Prezi use it as their
presentation. As for the learning, I believe the presentation will allow them to apply the
math behind the numbers without the need to test them to see if they understand –
especially if they decide to work together.