Joe+Boggio+Unit+Project+Page


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 * ** Timeline for Project Completion ** ||
 * **// Unit 1 //** || Get into the Project Wiki space. ||
 * **// Unit 2 //** || Determine the Unit standards and the ways in which your students can demonstrate those standards to you. ||
 * **// Unit 3 //** || Develop the preliminary summative assessment criteria that you will use to assess learning of the standards. ||
 * **// Unit 4 //** || Develop higher order thinking and engaging questions that you can use to get students thinking about the content you want them to learn. ||
 * **// Unit 5 //** || Develop a project that students can work on throughout the unit to gain experience and practice using the content you want them to learn. ||
 * **// Unit 6 //** || Incorporate multimedia resources that enhance your instructional activities and provide students will other ways to learn content. ||
 * **// Unit 7 //** || Incorporate the use of Web 2.0 tools or resources that extend learning by providing opportunities for learning through collaboration. ||
 * Section 1: General Information ||
 * Name |||||||| Joe Boggio ||  Title  || AP ||
 * SAU |||||||| 38 ||  Grade Level  || 6 to 8 ||
 * District |||||||| Hinsdale ||  Content Area  || Mathematics ||
 * School |||||||| Hinsdale Middle/High School ||  Content Domain  || Data, Probability and Statistics ||
 * ** Backward Design Unit Planning ** ||
 * Unit 2: Standards and Learning Goals ||
 * Online or Hybrid Unit |||||||||||| Collecting, Analyzing and Using Data to Create Graphs and Charts Using Technology ||
 * Source of Standards |||||||||||| New Hampshire k - 8 Grade Level Expectations ||
 * What are the standards you want to teach with this unit? |||||||| Brainstorm ideas for how students can demonstrate this standard to you. ||
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M(DSP)–6–6 ** In response to a teacher or student generated ** question or hypothesis decides the most effective method (e.g., survey, observation, experimentation) to collect the data (numerical or categorical) necessary to answer the question; collects, organizes, and appropriately displays the data; analyzes the data to draw conclusions about the question or hypothesis being tested, and when appropriate makes predictions; and asks new questions and makes connections to real world situations, considers the limitations that could affect the interpretations, |||||||| Students will draw circle graphs, line graphs and bar graphs from a given set of data. Students will use technology to create graphs and charts. Students will make conclusions about the data presented. Students will list 3 new questions based on the data. ||
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M(DSP)–6–5 ** For a probability event in which the sample ** space may or may not contain equally likely outcomes, predicts the theoretical probability of an event and tests the prediction through experiments and simulations; and designs fair games and in problem solving situations, compares and contrasts the theoretical with the experimental (7-3), predicts the theoretical and tests it with an experiment (8-3) |||||||| Students will make predictions of the probability of a given event occuring and test that through experiments and simulations. ||
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M(DSP)–6–3 ** Organizes and displays data ** using tables, line graphs, or stem-and-leaf plots to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems, include circle graphs and scatter plots and interprets the best graph to use to display data properly (7-3). ||||||||  ||
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M(DSP)–6–2 ** Analyzes patterns, trends or distributions ** in data in a variety of contexts by determining or using measures of central tendency (mean, median, or mode) or dispersion (range) to analyze situations, or to solve problems,solving problems, effect of outliers on measures and evaluates the sample for bias (7-1), to include quartiles, measures of best fit and random vs. non-random samples (8-1) ||||||||   ||
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M(DSP)–6–1 ** Interprets a given representation ** (circle  graphs, line graphs, or stem-and-leaf plots) to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems, include scatter plots (7-1) and box and whisker plots (8-1) ||||||||   ||
 * Inset more rows if necessary. ||
 * Unit 3: Assessment Criteria and Measurement ||
 * Design a draft of the assessment you will use to determine students have achieved the standards. ||
 * List your Criteria for Assessment based on the demonstrations you expect students to know or be able to do if they achieve the standard. |||||||| What are the levels of quality or understanding of content you might expect? Design the measurement scale for the rubric. ||
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 * Unit 4: Instructional Design: Discussion Questions ||
 * Design a discussion starter question, or set of questions that require students use higher order thinking skills to develop a deeper understanding of the concept. Connect this discussion question to your unit standards and assessment criteria. ||
 * On what cognitive level of Bloom’s Taxonomy would you place this discussion starter question? If the discussion starter frame consists of more than one, identify all of them. |||||||| To what assessment criteria does this discussion question connect? Tie the learning students will get through this discussion to the assessment criteria/standard you want them to achieve. ||
 * Write the Discussion Starter question or set of questions below. Include all framing language necessary. ||
 * Inset more rows if necessary. ||
 * Unit 5: Instructional Design: Projects ||
 * Design a short online project or activity that would provide students with an opportunity to gain experience and practice with the content of your unit. Connect this project to your unit standards and assessment criteria. ||
 * Describe a project or activity that you could use with your students to help them meet the assessment criteria for learning the standards on which your unit is based. How does the project provide evidence of learning? |||||||| To what assessment criteria do this does this project or activity connect? Tie the learning students will get by doing this project to the assessment criteria/standard you want them to achieve. ||
 * Inset more rows if you have additional projects you want to include. ||
 * Unit 6: Instructional Design: Multimedia Resources ||
 * Find multimedia resources online that would provide students with an opportunity to gain a deeper understanding of the content of your unit. Connect the content of the multimedia resource to your unit standards and assessment criteria. ||
 * From **Thinkfinity**: Describe the multimedia resource could you use with your students to help them meet the assessment criteria for learning the standards on which your unit is based. |||||||| To what assessment criteria do this does resource connect? Tie the learning students will get by doing this project to the assessment criteria/standard you want them to achieve. ||
 * Provide the link to the **Thinkfinity** multimedia resource. ||||||||||  ||
 * From **You Tube**: Describe the multimedia resource could you use with your students to help them meet the assessment criteria for learning the standards on which your unit is based. |||||||| To what assessment criteria do this does resource connect? Tie the learning students will get by doing this project to the assessment criteria/standard you want them to achieve. ||
 * Provide the link to the **You Tube** multimedia resource. ||||||||||  ||
 * Inset more rows if you would like to include more resources in your project. ||
 * Unit 7: Instructional Design: Using Web 2.0 Tools ||
 * Find an online Web 2.0 tool that could use with your students to help them collaborate with each other in order to gain a deeper understanding of the content they are trying to learn. Connect the content of the multimedia resource to your unit standards and assessment criteria. ||
 * Describe the tool you would have them use for collaboration. ||
 * Provide the link to the online multimedia resource ||||||||||  ||
 * How would your students use this tool for collaboration? What would you have them do to learn the content of your unit? |||||| How would using this tool as you described connect to the assessment criteria or standards for the unit? Tie the learning students will get by using this tool in a collaborative way to the assessment criteria/standard you want them to achieve. ||
 * Inset more rows if necessary. ||
 * Provide the link to the **Thinkfinity** multimedia resource. ||||||||||  ||
 * From **You Tube**: Describe the multimedia resource could you use with your students to help them meet the assessment criteria for learning the standards on which your unit is based. |||||||| To what assessment criteria do this does resource connect? Tie the learning students will get by doing this project to the assessment criteria/standard you want them to achieve. ||
 * Provide the link to the **You Tube** multimedia resource. ||||||||||  ||
 * Inset more rows if you would like to include more resources in your project. ||
 * Unit 7: Instructional Design: Using Web 2.0 Tools ||
 * Find an online Web 2.0 tool that could use with your students to help them collaborate with each other in order to gain a deeper understanding of the content they are trying to learn. Connect the content of the multimedia resource to your unit standards and assessment criteria. ||
 * Describe the tool you would have them use for collaboration. ||
 * Provide the link to the online multimedia resource ||||||||||  ||
 * How would your students use this tool for collaboration? What would you have them do to learn the content of your unit? |||||| How would using this tool as you described connect to the assessment criteria or standards for the unit? Tie the learning students will get by using this tool in a collaborative way to the assessment criteria/standard you want them to achieve. ||
 * Inset more rows if necessary. ||
 * Provide the link to the online multimedia resource ||||||||||  ||
 * How would your students use this tool for collaboration? What would you have them do to learn the content of your unit? |||||| How would using this tool as you described connect to the assessment criteria or standards for the unit? Tie the learning students will get by using this tool in a collaborative way to the assessment criteria/standard you want them to achieve. ||
 * Inset more rows if necessary. ||
 * Inset more rows if necessary. ||